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CHAPTER FOUR: CHILDCARE AND EARLY EDUCATION
Introduction
4.1 In the focus groups, we discussed childcare and early education separately in order to differentiate between statutory provision of early education for children in their pre school years and childcare that parents may use for a number of reasons - mostly, though not exclusively, to work or train.
4.2 We found that there is some confusion amongst parents and carers about the different purposes of the two and this is reflected in their views and perceptions.
Childcare
Childcare service needs
4.3 The vast majority of parents and carers said they need affordable, accessible, high quality childcare that fits with the hours that they work or train. Reflecting changes in work patterns, they need it to be flexible in terms of the times that it is open during the week to fit with shift and weekend working. They also need it to be flexible in how they can access it for example at short notice (weeks as opposed to months) and for a limited time to fit, for example with a three month training course or a temporary work contract.
4.4 They also said they need childcare services that are available during bank holidays and in service days. They also want childcare for school age children to be available in all primary schools both during term time and in holiday periods.
4.5 They need to be able to choose between different types of childcare rather than have to base their choice on limited services in their area. They need childcare that is convenient for their other commitments for example childcare for under 5s that is close to schools if they also have children of school age.
4.6 When we asked children about their childcare, they mostly spoke about nursery and we did not differentiate between early education and childcare. With children of school age, we talked about any childcare they attend now, for example out of school clubs, holiday clubs and childminders along with childcare they have attended in the past.
4.7 Overwhelmingly, children of all ages want childcare that gives them the opportunity to play outside.
4.8 The majority of children want childcare where they can choose what they do rather than be told what activity they are doing. One group talked very positively about a "pick and mix room" where they can choose what they play with.
4.9 The attitudes and approaches of the adults that care for them or teach them were very important to some children. One child said they wanted a carer who "knows if I am sad and gives me a cuddle".
4.10 They want carers and teachers who talk to them "nicely." For example, one boy said that rather than getting angry at a small mistake, he wants a teacher who says "could you change that please?".
4.11 A significant number said they also want services where there is not only choice, but where there is reward for good behaviour or work well done for example, many spoke about enjoying "golden time" which is free time when they can choose what they do.
4.12 A number of children talked about the need for childcare where they feel secure and safe, though they did not use those words. One child said, "I don't like it when other children push me over or are horrible".
A child's drawing of baking a cake at nursery
4.13 Where parents said they wanted to go back to work, a significant number said that they want more workplace nurseries and free nursery places run by local authorities where the care is provided for more hours than the pre school education or in a different format (eg two full days). However, this was balanced by the fact that many parents said they did not want to go back to work. We discuss these issues more fully in the section on early education.
4.14 They also need after school care if they are to take up employment or training outside of school hours.
4.15 We found that a significant proportion of parents and carers are not fully aware of initiatives that can make childcare more affordable, particularly those who do not currently use childcare. Many of them had limited or no knowledge about tax credits or salary sacrifice for childcare vouchers.
4.16 Parents and carers in the study with children with additional support needs require childcare that meets the needs of their children either by there being support to enable them to participate in mainstream provision or through dedicated care for children with additional needs. This should encompass care for children aged 0 to 5 and care for children who attend school.
Existing childcare services
4.17 Parents, carers and children in the study had used a range of different types of childcare, the most usual being nurseries and after school clubs.
4.18 In every group, parents and carers reported that they find childcare expensive and for some, the cost is a major barrier to returning to work, particularly where they have more than one child. It is of course, not the only barrier and some people choose not to return to work or training for other reasons.
4.19 A significant number of parents who wanted to return to work report that they feel "let down by the government" with one parent commenting that "they want us to go back to work but childcare is too expensive".
4.20 Some parents and carers in the study did not want to feel forced back to work and some were resistant to the idea of using childcare. They want to have the choice of looking after their children themselves but feel under pressure from the government to return to work.
4.21 Adults in our study reported mixed experiences of using childcare. On the whole, they believe that the quality of services is high across voluntary, statutory and private providers. They find staff friendly, approachable and informative.
4.22 Children assess the quality of care by how the staff treat them and what toys and equipment they have. The vast majority of children reported that nursery is fun - they enjoy playing, seeing their friends and having lots of choice in what they do.
4.23 We were given many examples of where childcare is provided free as part of a training programme but at the end of the training, the free childcare place ends and the parent/carer can't afford to pay for childcare and so can't use their training to get a job.
Gaps and issues in childcare services
4.24 The study identified the following areas that, if addressed, would improve the childcare available to families in Scotland:
- There is a lack of childcare provision for children with additional support needs;
- Affordable or free childcare;
- There is a lack of childcare choice in local areas, in particular, rural areas;
- All childcare to have access to good quality outdoor areas which are used daily;
- Childcare with flexible and extended hours to fit with work and training, including bank holidays and in service days;
- All schools to have out of school care services and holiday clubs;
- Parents don't always know about the help that is available to find out about what childcare is available, how to make the right choice for them and what initiatives are in place to help them pay for it; and
- Parents and carers do not want to feel pressurised to return to work and believe that regardless of their economic circumstance, they should be able to stay at home and look after their children.
Early education
Early education service needs
4.25 A significant number of parents in the study believe that early education is an important preparation for school. Generally, they want it to be structured but play based rather than taking a classroom type of approach.
4.26 They report that where they want to work early education should be extended to provide care during working hours meaning that they want wraparound care.
4.27 Some parents want their children to have additional support if they feel that they are not doing well at this early stage of education (including up to Primary 3) and they perceive that this support is not available. It is likely that support is available to children when the school has identified the need but is not necessarily available where parents have identified it themselves.
4.28 Families need specialist support to be available as soon as a need is identified. The example that was given in several groups is speech therapy.
4.29 Parents of children with additional support needs require childcare and early education services that meet the individual needs of each child and family.
Existing early education services
4.30 Some parents and carers in the study reported that a major benefit of early education for children of pre-school age is the opportunity to mix with children of their own age and develop their social skills. Parents reported being impressed by the learning shown by their pre-school aged children.
4.31 The parents and carers reported inconsistencies in the quality of early education services. Parents who had used both private and local authority early education provision reported being more satisfied with the quality of the local authority provision as there were better staff and a wider range of activities for their children.
4.32 When children start school, there is usually a period of between 2 and 6 weeks when they finish at lunchtime. This causes problems for parents who work in the afternoons. They offered 3 solutions: the school day not ending at lunchtime, free childcare to cover this gap for families who need it and the right to work shorter hours during this period with no loss of pay.
4.33 Children at nursery and at school want good playgrounds and play areas and some believe that their playgrounds are not as good as they could be. Children at school want better and more play equipment for example goal posts, slides and basket ball nets.
Gaps and issues in early education
4.34 There are a number of gaps and issues in early education, some of them stemming from the fact that parents can perceive that pre-school education is a form of childcare and the hours mean that it doesn't fulfil this childcare role adequately. The issues and gaps identified are:
- Pre school education hours to be more flexible and, potentially, longer for those who need it;
- As with childcare, there is a gap in early education services for children with additional support needs;
- There is a lack of school or childcare cover for children starting in Primary one with short school days. Where there is childcare cover, it can be expensive to pay for these extra hours; and
- Variable quality of school playgrounds.
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