Loading in 2 Seconds...
Loading in 2 Seconds...
Raising The Bar: what next for the early education and care workforce?. Joe Caluori Daycare Trust [email protected] 0207 840 3350. Raising the bar: What next for the ECEC workforce?. Why highlight this issue? Introduction of EYFS merging education and care
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
0207 840 3350
Why highlight this issue?
Introduction of EYFS merging education and care
Progress on increasing qualifications in the sector
The proven impact of staff on improving quality
Universally recognised issue – staff, providers, parents, Government: all agree workers deserve better pay and conditions.
DCSF Workforce Strategy & ‘Next Steps’ report.
The links to quality:
Melhuish (2004) – ‘process’ aspects of care
EPPE Project (2004)
NNI Evaluation (2007)
Millennium Cohort Study (2007)
All identify the quality of staff as a principal factor in determining quality of care in ECEC settings
Government strategy development:
National Childcare Strategy (1998)
Ten Year Strategy for Childcare (2004)
Children’s Workforce Strategy (2005)
Children’s Plan (2007)
Children’s Workforce Development Council
Transformation Fund/Graduate Leader Fund
The ECEC Workforce: Demographics
Workforce overwhelmingly female (98%)
High proportion of part-time workers
Many factors in common with other low pay sectors
The ECEC Workforce: Pay & Conditions
Average pay for all staff in Full Day Care £6.90 per hour and in Sessional care £7.00 per hour
This compares to £9.30 per hour for Full Day Care in Children’s Centres and £13.00 per hour in Nursery Schools
Similar disparities occur at all levels of the workforce between PVI and Maintained provision
The ECEC Workforce: Pay & Conditions
Traditional justification for these rates is differentiation between ‘carer’ and ‘educator’
Now eliminated by introduction of EYFS
Where are incentives to gaining qualifications?
Nearly 1/3 of staff paid at National Minimum Wage or below
Low pay can mean some workers experience low self esteem and de-motivation at work
The ECEC Workforce: Recruitment and Retention
Settings in the PVI sector have double the staff turnover rates of the maintained sector
This is likely to be linked to poor pay and conditions
ECEC must be seen as a proper career path and not a route for those with lower skill levels who may have ‘failed’ elsewhere
The ECEC Workforce: Qualifications
Government has made great progress in up-skilling the ECEC workforce
Over half the ECEC workforce are now qualified to level 3 or higher (excluding childminders)
Early Years Professional Status introduced
Worries that poor pay and conditions may dent these initial gains
Routes to accessing work in the sector must be kept flexible to accommodate all potential workers
The ECEC Workforce: Status
ECEC services now much more closely integrated with other services for children (e.g. health, local authority childrens services)
Other professionals often paid more. ECEC often perceived as “poor relations” of the sector
Local authority tendering process – negative effects
The majority of the ECEC workforce are very poorly paid
The introduction of the EYFS means now little justification for ECEC workers to be paid so poorly
Raising pay and conditions has a key role to play in improving quality
Key findings (cont):
Qualifications in the sector are improving rapidly
Status and ‘career path’ also improving – particularly with the introduction of EYP status
However, problems with pay and conditions likely to stunt progress in these areas
It is unlikely pay and conditions can be improved without intervention with clear pay scales and additional funding.
Social Partnership Group to investigate effects of poor pay and conditions
Government to set new standards for pay and conditions
ECEC providers to supply details of staff pay and conditions as part of Ofsted Inspections
Half of all childminders to reach level 3 by 2011
Pressure on local authorities to always commission services to be withdrawn
“The Government will consider, with partners whether a representative body for early years workers would add real value to the sector and, if so, how we might encourage the creation of such a body.”
DCSF, ‘Next Steps for Early Learning and Childcare - Building on the 10-Year Strategy’, 2009, Page 45 Section 4.5.
Refreshed Childcare Strategy 2009
Continue to provide financial support to ensure every setting employs a graduate through the Graduate Leader Fund.
Ensure that everyone working in early learning and childcare has a full and relevant qualification
of at least level 3 (equivalent to A-level) and consider making this a requirement from 2015;
Consider making it a legal requirement that every full daycare setting has a graduate from 2015
Pilot a programme to attract top graduates into the workforce.
develop career pathways and reward commitment and excellence across the workforce
Promote a training and development framework and create an annual training expectation or ‘entitlement’ for all practitioners up to graduate level
Help highest quality settings share good practice
Explore creating an ‘Advanced Skills’ graduate professional role in disadvantaged areas to allow graduates to progress in the sector without moving into management roles
Expand Every Child a Talker in the most disadvantaged areas, teaching practitioners the best ways of promoting children’s language skills.
Our response to the Workforce 2020 Consultation
Improve pay of staff at all levels
EYP level welcome, but need for qualified management staff, especially in PVI sector so EYPs can concentrate on education and care.
Recruit men: only 2% are men, despite 2005 target of 6%.
NVQ training is not always fit-for-purpose; further support and quality control for NVQ training and assessors so training meets quality standards
There is confusion about the role of EYPs, as Early Years Professional Status is not attached to a pay scale
Clarification needed on the relationship between EYPS and QTS
Agree there needs to be a Level 3 requirement for ECEC staff
Do you agree with our policy recommendations?
What if anything would you add to the DCSF Workforce Strategy?
What if anything would you take out?
Who should be responsible for ensuring the ECEC workforce are adequately paid?
How do you incentivise settings to invest in their workforce and yet remain sustainable?
Should there be a minimum qualification for the ECEC workforce, and if so what should it be?
How can the ECEC workforce be organised so collective bargaining is possible?
What can Trade Unions offer ECEC workers?
How can we change perceptions of the ECEC workforce in the general public and the media?
How can more men be encouraged to work in childcare?