Children’s welfare and development must be central to Government childcare reforms
The recent announcements of reform to early years provision have sparked much discussion across the sector. The More Great Childcare report sets out the Government’s proposals for delivering high-quality early education.
The Government clearly focuses on raising the status and quality of the early years workforce, with proposals for Ofsted to take over the inspection regime, and some key proposals in relation to qualifications for early years professionals.
A new graduate level status of Early Years Teacher and a Level 3 qualification of Early Years Educator are proposed. A clear requirement is that all early years professionals must have at least GCSE mathematics and English. There have been few arguments against this and most commentators have welcomed the proposal. A good introduction to literacy and numeracy is the bedrock of a good educational experience for children. Having professional recognition is important, both in terms of the on-going professional development of staff and in terms of parental confidence in the level of expertise carers of their children have. Opportunities to gain higher level qualifications are also a factor in career enhancement and career satisfaction of staff.
Having said this, it is also important to note that a large number of early years professionals have had training and are professionally qualified. The Government argues that the current range and levels of qualifications are confusing and that a clearer structure is needed.
Qualities such as caring, friendly staff and a fun and homely atmosphere are also very important factors when leaving young children in the care of others. It is important that all children are able to develop at a sensible pace, that they enjoy interactions with other children and adults and that nurseries are not seen as “hot-beds” of academic development. What we want, I think, is happy children who are confident and looking forward to school and who leave childcare with a strong foundation for learning. It is important to get the right balance and to ensure that professional training prepares early years educators for a holistic approach to child development and learning.
One of the more controversial aspects of the Government proposals is the relaxation of the rules on the maximum number of children one adult can look after, provided they meet quality standards. The Government has looked at practice in other European Countries who have less rigid adult to child ratios, stating that these are still able to deliver high-quality childcare, mainly due to the professional status of staff. The maximum ratios for two-year-olds in nurseries will rise from four children per adult to six, and for one-year-olds and under from three children per adult to four. The ratios for child-minders are also set to increase from one to two babies and from three to four under-fives, with a maximum of six children overall. A number of organisations have criticised the plans, stating that they are misconceived and more directed towards cheaper childcare than child safety. Parents have expressed concern that the quality of childcare may slip, but the Government case is that it will allow greater flexibility for nurseries and may bring the costs of childcare down as a result. The counter argument is that this is unlikely, given the need to pay for additional staff training and qualifications and the higher salaries that these will generate.
The Government response to the concerns raised is that their overriding aim is to encourage higher standards, less red tape, professionalisation of the sector and improved choice for parents. The Government is consulting on the proposals and will respond in the spring. Any changes are likely to come into force from September 2013.
Further information
Professor Fiona Church is Executive Dean, Faculty of Education, Law and Social Sciences at Birmingham City University:
http://bcu.ac.uk/elss/school-of-education
