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2. PRE-PRIMARY EDUCATION

The Standards in Scotland's Schools etc Scotland Act 2000 places local authorities under a duty to secure pre-school provision for all three and four year olds whose parents want it. This is usually delivered over five sessions a week, each of around 2.5 hours, over the school year. Latest figures (January 2003) show 99% of four year olds and 83% of three year olds are participating in pre-school education.

As part of Spending Review 2004, Childcare strategy funding to local authorities within Grant-Aided Expenditure ( GAE) will rise to £43m in 2005-06 to support local authorities' role in the implementation of the Scottish Childcare Strategy.

2.1 Organisation

There is a growing appreciation that integrated service delivery is key to supporting well nourished, well balanced and healthy children who are well prepared to benefit from education. As part of this, services that have traditionally been thought of as providers of care are recognised as playing a role in educating young children and nurturing their development. Furthermore, through the development of Childcare Partnerships, all local authorities are commissioning pre-school places from private and voluntary centres wherever this helps meet parents' and children's needs and offers value for money.

Local authorities provide pre-school education through their education departments in a range of settings such as nursery classes within primary schools, nursery schools and children's centres. Most nursery schools are small with places for 40-60 children at any one time, although in some parts of Scotland there are larger units. A nursery class in a primary school will usually have places for up to 20 children at one time. It is possible for a large primary school to have more than one nursery class. Private and voluntary sector centres tend to offer more flexible provision, accommodating children who require supplementary care and education beyond their part-time funded place. This helps meets the needs of working families.

Wider service integration is also being developed in order to provide the best start for children. Key to this is the effective provision of universal and targeted services for children and their families, from pre-birth to age five. The complementary role that health, education and social care services play is being capitalised on to this end.

2.2 Programme of Activities

Funded pre-school education has to be delivered in accordance with guidance laid down in the Curriculum Framework for Children 3-5, published in 1999. During every half-day session it is expected that all children will take part in a range of balanced play, learning and developmental activities. The Curriculum Framework deals with key aspects of children's development and learning and offers guidance on effective learning, staff interaction with children, partnership with parents, appropriate provision for children with additional support needs, equal opportunities and effective transition to the primary school.

The starting point for learning through play is staff planning effectively for the provision of a range of suitable learning contexts (areas and activities) with a clear set of objectives which meet the needs of all children. Development is assisted by the resources usually present in pre-school education centres. Equipment is usually located in specific areas of the space which is available so that the children can move from one area to another for a variety of learning experiences. Pre-school playgroups have similar resources but are unlikely to have the purpose-built accommodation.

In the course of enabling the children to participate meaningfully in the various activities, staff observe the reactions of individual children, allow them to take initiatives or pursue particular interests and intervene only when necessary to demonstrate their sharing of the children's enthusiasm or to help them extend or develop their skills.

2.3 Assessment

The progress which children make is continuously monitored, discussed with parents and used in planning the next steps in their learning and development. Increasingly, children's progress is also shared with the primary school to which they transfer at the end of the
pre-school year. Most authorities use a transition record that summarises children's progress and achievements in the various aspects outlined in The Curriculum Framework. Over the next few years, transition records will be incorporated into Personal Learning Plans, which will provide a continuous record of the child's progress from pre-school through to the end of compulsory education, and clear feedback and information for parents and children.

Children who are assessed as having special educational needs are provided with Records of Needs. Local authorities have a duty to meet the requirements set out in these documents. Action is also taken for children with additional support needs, and this can include those coming from families which require special support. Children in this category can be admitted early and, if it is thought that they would benefit, they remain in the nursery beyond the age of five. Detailed records of progress are usually kept in such cases.

Assessment of the provision itself is also undertaken. For funded pre-school education provision this occurs in the form of integrated inspection by Her Majesty's Inspectorate of Education and the Care Commission. Since April 2001 providers have been required to register with these organisations. They are then inspected on an annual basis to ensure that education and care standards outlined in The Curriculum Framework for Children 3-5, Child at the Centre, and the National Care Standards for Early Education and Childcare Services are met. This is in addition to all care services being required to register with the Care Commission and be inspected against the National Care Standards.

2.4 Teachers

Since 31 July 2003 local authorities have no longer been required to have a trained teacher in their nursery schools or classes. Instead, teachers can be employed where they are most needed. The Guidance on Teacher Involvement published by the Executive in January 2002 describes how this could be done to best effect. Teachers in a nursery setting are required, by GTC registration requirements, to hold a Teaching Qualification (Primary Education).

The Guidance on Teacher Involvement also recognises the important contribution that can be made by other staff. It notes that what connects early years practitioners is often more important than what separates them as there is a substantial degree of commonality in the training that many of them will have received. There are a number of qualifications available for non-teaching practitioners and these are outlined in the Executive's Working with Children guidance. Both vocational and college based qualifications can be undertaken.

Over the next few years each member of the social work workforce will be required to register with the Scottish Social Services Council. Registration of the early years and childcare workforce is expected to take place from 2005. In order to register, individuals will be required to hold, or be working towards, a recognised qualification. In the meantime the National Care Standards dictate that half of the staff in a provision are required to hold a qualification.

2.5 Statistics

NB More statistical data can be found on the Scottish Executive web site at http://www.scotland.gov.uk/stats.

Pre-School Education Centres (January 2004)

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