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Author: Great Britain: National Audit Office
Publisher: The Stationery Office
ISBN: 9780102975383
Category : Education
Languages : en
Pages : 44
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Book Description
The national take-up rate for three and four-year-olds in early education has been sustained at 95 per cent since 2008, despite an eight per cent increase in eligible children. There are however, wide variations in take-up between local authorities. Take-up for children from the most disadvantaged families is lower than overall take-up, and access to high quality provision varies depending on where children live. The percentage of good or outstanding provision across local authorities in March 2011 ranged from 64 per cent to 97 per cent. Areas of highest deprivation are less likely to have high quality provision. Children's level of development at age five has improved, but National Key Stage One results at age seven show almost no improvement since 2007. Although the relationship between the entitlement and Key Stage One results is not straightforward, the Department intended the entitlement to have lasting effects on child development throughout primary school and beyond. It is not yet clear, however, that the entitlement is leading to longer-term educational benefits, and the Department does not yet have robust measures to demonstrate whether the longer-term benefits it expects are being realised. The Department also lacks a robust analysis of the relationship between performance and funding levels. The NAO's analysis found that local authorities which fund providers of the free entitlement at a higher rate were not necessarily those with high-quality provision. There are also limitations in the information available to help parents choose where and how their children use the entitlement.
Author: Great Britain: National Audit Office
Publisher: The Stationery Office
ISBN: 9780102975383
Category : Education
Languages : en
Pages : 44
Get Book Here
Book Description
The national take-up rate for three and four-year-olds in early education has been sustained at 95 per cent since 2008, despite an eight per cent increase in eligible children. There are however, wide variations in take-up between local authorities. Take-up for children from the most disadvantaged families is lower than overall take-up, and access to high quality provision varies depending on where children live. The percentage of good or outstanding provision across local authorities in March 2011 ranged from 64 per cent to 97 per cent. Areas of highest deprivation are less likely to have high quality provision. Children's level of development at age five has improved, but National Key Stage One results at age seven show almost no improvement since 2007. Although the relationship between the entitlement and Key Stage One results is not straightforward, the Department intended the entitlement to have lasting effects on child development throughout primary school and beyond. It is not yet clear, however, that the entitlement is leading to longer-term educational benefits, and the Department does not yet have robust measures to demonstrate whether the longer-term benefits it expects are being realised. The Department also lacks a robust analysis of the relationship between performance and funding levels. The NAO's analysis found that local authorities which fund providers of the free entitlement at a higher rate were not necessarily those with high-quality provision. There are also limitations in the information available to help parents choose where and how their children use the entitlement.
Author: Great Britain. Parliament. House of Lords. Select Committee on Affordable Childcare
Publisher: The Stationery Office
ISBN: 0108557693
Category : Business & Economics
Languages : en
Pages : 114
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Book Description
Affordable Childcare (HL 117) examines the Government's provision of early years education and childcare for younger children. The Government currently invests 5.2 billion annually in early education and childcare, set to rise to 6.4 billion in the next Parliament with the implementation of the tax-free childcare scheme and the roll-out of Universal Credit.
Author: Great Britain: National Audit Office
Publisher: The Stationery Office
ISBN: 9780102981254
Category : Business & Economics
Languages : en
Pages : 44
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Book Description
Early action is the early deployment of resources by public bodies to prevent problems occurring or getting worse in service provision, rather than spending money reactively once those problems have occurred. Determined leadership is necessary to divert resources away from pressing and highly visible current needs, in line with public expectations, towards long-term early action programmes, particularly at times of fiscal austerity. Evidence of early action's impact and cost-effectiveness is thin and since information on costs within most departments is also patchy, specifying an amount that could be reduced within the estimated £377 billion spent on 'social' spending in 2011-12 is not possible. However, projects with the strongest evidence base show that some early action projects can achieve returns of up to 4 to 1. The Government has adopted the principle that early action is important in public service provision but does not plan a significant shift in resources. The total amount spent each year by the Department of Health, Department for Education, Home Office and Ministry of Justice on early action intervention programmes has remained fairly constant at around £12 billion, about 6 per cent of the departments' spending in 2011-12. The NAO has identified four key challenges the addressing of which could help in the design and implementation of early action programmes: namely, more consistent and robust gathering of evidence of what works; overcoming short-term thinking and other practical barriers; effective cross-government coordination of early action; and strengthening departments' capacity to innovate and take bold long-term decisions.
Author: Great Britain: Parliament: House of Commons: Children, Schools and Families Committee
Publisher: The Stationery Office
ISBN: 9780215545176
Category : Education
Languages : en
Pages : 118
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Book Description
The Early Years Single Funding Formula is intended to replace the different methods currently used to fund early years settings in the maintained sector and in the private, voluntary and independent (PVI) sector. Each local authority will in future use the same criteria for every setting in its area when allocating funds for education and care provided under the free entitlement for three and four year olds. But the Formula has resulted in winners and losers, and the greatest losers will be maintained nursery schools, which provide a quality of education and care which is very high and sets the standard for others to follow. Overall the difficulties encountered so far with the Single Funding Formula have arisen because of the way in which it has been implemented, rather than because of the concept. Local authorities were encouraged to offer settings a supplement to the basic hourly rate of funding to recognise high quality provision, but many have not done so. A quality supplement should be made mandatory. The Government was correct in deciding to defer full implementation until April 2011 and the year's delay must be used to restore stability and to rework funding formulae where necessary. Sir Jim Rose's proposals to encourage entry to primary school in the September following a child's fourth birthday will have far-reaching consequences for early years funding, but blur the distinction between early years and primary education. The Government should examine whether a unified funding system should be introduced for all children aged from 2 to 11 years old.
Author: Sue Finch
Publisher: Jessica Kingsley Publishers
ISBN: 1905818653
Category : Education
Languages : en
Pages : 41
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Book Description
Setting up a nursery is a central reference work for anyone intending to become a provider of nursery care and education. Aimed at community providers and the voluntary sector, it offers guidance and introductory information on all the steps that nursery providers need to take before they can open a new setting, and points to publications that cover each of the various issues in detail
Author: Anne O'Connor
Publisher: Routledge
ISBN: 0415598575
Category : Education
Languages : en
Pages : 162
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Book Description
There are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child's emotional health but also cognitive and intellectual development. Understanding Transitions in the Early Years explains why transitions matter and provides practical guidance on how to support young children's developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, the book: draws together evidence from neuroscience, attachment theory, child development and childcare practices provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition looks at ways to reduce the number of transitions including the key person approach offers guidance and practical strategies for practitioners, managers and head teachers for supporting children through transitions. Including case studies, examples of good practice and questions for reflection this thought-provoking text emphasises the little things that practitioners can do for the individual children in their care to help them feel secure and confident when dealing with change.
Author: Gambaro, Ludovica
Publisher: Policy Press
ISBN: 1447310527
Category : Education
Languages : en
Pages : 272
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Book Description
In this topical book, leading experts from eight countries examine how early education and care is organised, funded and regulated in their countries.
Author: Victoria Perselli
Publisher: Springer
ISBN: 1137549238
Category : Social Science
Languages : en
Pages : 301
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Book Description
Where does theory come from in educational research and how is it operationalized in diverse, interdisciplinary contexts and professional settings? This volume examines the places and spaces of theory in doctoral work across a wide range of interdisciplinary themes and fields of inquiry on a global scale.
Author: Mary Moloney
Publisher: Routledge
ISBN: 1317310861
Category : Education
Languages : en
Pages : 193
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Book Description
The Early Childhood Education sector around the world is constantly changing, whether because of the unprecedented demand for ECE services globally, accelerated social change, or the introduction of pedagogical and regulatory practices. Based upon empirical inquiry, Early Childhood Education Management examines the somewhat controversial concept of operating an early childhood service as a business. It challenges the assumption that an early childhood manager does not require specialist knowledge or skill and discusses which attributes an effective manager should possess. In this book, which brings together management theory and practice, Moloney and Pettersen address core issues at the heart of the management role, including the relationship between early childhood policy and broader legislative enactments, as well as issues related to the challenges and development of management skills. The book also draws upon real-life examples from practice in order to offer insight into some of the most common topics and challenges related to management practice in Early Childhood Education, such as business acumen and entrepreneurship, recruitment and selection, financial management and budgeting, supervision, mentoring, staff development, curriculum management, collaborative working, and change management. Written by leading academics with practice experience, the book should be of great interest to researchers, academics and postgraduate students in the field of education, specifically those working in early years and education policy and management. It should also be essential reading for managers working in Early Childhood settings.
Author: Linda Miller
Publisher: SAGE
ISBN: 1526415690
Category : Education
Languages : en
Pages : 665
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Book Description
Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world’s children today lack the basic rights to health, development and protection. In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC) its relationship to service provision and its impact on the lives of children and families. The perspectives of leading academics and researchers from Europe, North America, South America, Africa, Australasia and Asia have been arranged around five key themes: Part 1: The Relationship Between Research, Policy And Practice: Country Case Studies Part 2: Equitable Early Childhood Services: Intervention to Improve Children’s Life Chances Part 3: Extending Practice: The Role of Early Childhood Services In Family Support Part 4: Participation, Rights and Diversity Part 5: Future Directions for Early Childhood Policy This handbook is essential reading for practitioners, stakeholders and others committed to working within early years services to achieve an awareness of policy and its implications for services and practice.
