Standards In Scotland’s Schools Etc Act 2000: Section 34, Guidance on Pre-school Education

Scottish Pre-school Play Association (SPPA), a registered charity, is Scotland’s largest voluntary sector provider of direct support services to community led childcare organisations. It delivers essential support and guidance services to providers of pre-school education and childcare services, including all-day care groups, playgroups, parent and toddler groups and under-fives groups. It has a 40 year track record of working with children and families, encompassing many of the most disadvantaged groups in the country, including families on low income, ethnic minority families, lone parent families and families affected by social or rural isolation. It works closely with parents, early year’s providers, Scottish Executive, regulators, local authorities and Childcare Partnerships, as well as training providers and other early year’s umbrella organisations to support early education and childcare settings. It represents the interests of voluntary sector community based settings, provides input to national and local consultations, working groups and policy forums.

Comments

SPPA welcomes the guidance to local authorities on the provision of pre-school education and we look forward to voluntary sector providers being offered the opportunities that this guidance encourages to work more closely in partnership with a local authority. The recognition of early childhood education and care as being mutually supportive and interdependent and the drive towards a more coherent, integrated service provision is supported. The Guidance acknowledges that the mixed economy and diversity of service provision is essential to parental choice and meeting the needs of children and families, but we question whether there is enough emphasis on creating situations which establishes a ‘level playing field’ which enables equitable access for voluntary sector providers.

The increase and flexibility in hours is to be welcomed, the additional 5 weeks of funding will make a difference to partner providers and reduce some of the pressure on the need to raise funds to pay staff a reasonable salary and meet increasing running costs. It is essential that the guidance emphasises strongly that this increase is passed to partners, many of whom have been delivering pre-school education for more than they were funded. They have subsidised the extra hours from their own funds and in some instances fees charged to parents.

A clearer explanation of what is actually being paid for would be helpful. Is it staff salaries for the 2½ hrs direct contact time they have with children, or is it intended to include, for example, in voluntary sector provision, setting up and clearing away time, the use of relief staff to cover staff releases for training? Voluntary sector partner providers incur overheads which might not apply elsewhere, for example, running costs of centres could be higher and more variable than elsewhere and it might be that the funding received from the local authority fall shorts of what is actually needed. Clarity is required whether additional costs, other than for snacks and trips, can be charged to parents through fees.

In some areas it has been our experience that parents needs and ability to choose are not always met as local authorities strive to fill their own places first before considering partnership with other providers. Where new builds have happened local authorities put in their own nursery even if there is a successful partner centre nearby.

SPPA recognises the importance of having highly skilled, qualified staff in all pre-school provision. Indeed the voluntary sector early years and childcare workforce has made great strides towards achieving relevant qualifications and continuing professional development. However, it must be noted that from our experience some local authorities, as the employer, focus training and development priorities on their own staff. A greater emphasis on opening up opportunities for shared training and development opportunities would be welcomed.

SPPA is glad to note that the level of teacher involvement has been based on the characteristics of the centre and that access to teacher involvement should be built around a centre’s patterns of delivery and management structure. SPPA is aware of current developments towards a degree/or work based equivalent qualification at level 5 for lead practitioner/manager qualifications. The guidance does not take account of this nor does it make clear how current levels of training and qualifications and future developments in early years and childcare will articulate with teacher qualifications and the Executive’s policy of delivering access to a teacher for every pre-school child.