Childcare Bill [ Lords ] (Second sitting)

Alex Cunningham Excerpts

Tuesday 8th December 2015 Public Bill Committees

[Pat Glass]

That is exactly what we are arguing. There is confusion here, and we are not happy. I have listened to the Minister, but he has not convinced me that the necessary funding is there. There may be more than there was a couple of weeks ago, but the necessary funding is not there, which is why we believe that an ongoing review is a good idea.

[Alex Cunningham (Stockton North) (Lab)]

Some of the things that the Minister has said in the past add to the confusion. He was quoted as saying that the increase in childcare entitlement by 10 hours would cost an additional £1.6 billion. He talks about £1 billion and extra money in the spending review. Numbers seem to be coming out of hats all over the place. Does anybody really know what funding is available?

[Pat Glass]

I agree. I am simply confused, and I have always thought of myself as a relatively clever girl. I would like to understand it; will the Minister write to me setting out exactly how much money is available for this and where it is coming from?

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The amendment recognises the huge contribution that parents and carers of critically ill and disabled children make to their children’s lives and to society, and tries in some way to recompense them for the time that they give and the work that they do that would otherwise have been funded by the Government. Access to good-quality childcare is important for all families; it has a positive impact on children’s learning outcomes and enables parents to work. It allows children to socialise and to develop skills in socialisation and verbalisation, which cannot necessarily happen—or not in the same way—if children are not in groups.

[Alex Cunningham]

This is not just about people who good things working with charities and so on, but about people who want to go out and get work experience, because they tried to get on an interview panel for a job but were rejected because they did not have any experience. This gives them an opportunity; if they were to get childcare, they could get the experience and then get into work at a later stage.

[Pat Glass]

I welcome my hon. Friend’s intervention; he is absolutely right.

For critically ill or disabled children, access to good-quality childcare is particularly significant, because their families are far more vulnerable to living in poverty than most. Childhood illness and disability are frequently attributable to poverty, because those families incur additional ongoing expenses relating to their child’s illnesses, stays in hospital and frequent hospital and medical appointments. They also often encounter significant barriers to entering and, possibly more importantly, sustaining employment, exactly as my hon. Friend said.

The reality for many of those parents is that they live in poverty; that it will cost them more to raise their child; that they will not be able to get paid work for more than 16 hours a week; that they will not be able to work at all; and that local authorities will simply not have the kind of childcare necessary, with the training needed to meet their child’s medical or other needs. Parents in such circumstances pay more for childcare; as we have heard, in some areas they can pay up to £20 an hour, compared with the national average of between £3.50 and £4.50 an hour.

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[Mr Gyimah]

That is a good question, and I am happy to provide clarification. The national living wage applies to people over the age of 25, so, in their case, the eligibility criterion would be set at that rate, which is £115.20 a week. Those who are under 25 will be on the national minimum wage, in which case the earnings criterion will be £107 a week. Even if someone is doing voluntary work, if they can combine their voluntary work with earning £107 or £115.20 a week, they will get the additional 15 hours of childcare.

[Alex Cunningham]

I hope that the Minister enjoyed his long career as an investment banker and subsequently running his own business that specialised in recruitment. He will know that experience is absolutely critical to people getting a job. Surely, if people are to achieve the work experience they need to get on to an interview list, we should value all their work. Some of these jobs, like interns here at the House of Commons, are unpaid full-time roles. Surely we should value that, let them have childcare and then move on into a career.

[Mr Gyimah]

I do not know about the hon. Gentleman, but I try to pay the interns who work in my office.

[Alex Cunningham]

I will place on the record that I have never taken an intern because I cannot pay one. If I were able to pay one, I would, and I think the same should apply to every MP within the House.

[The Chair]

Order. We are going slightly off beam.

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[Pat Glass]

I understand that and welcome it, but equally, we cannot get away from the facts. Whether it is at the beginning or the end of the course, it is clearly putting off students. If there has been a 56% fall in new applicants since the introduction of the GCSE requirement to replace functional skills and there was no argument, as I understand, that students were coming out who were not literate or numerate, the Government must recognise that the requirement may well be part of the problem rather than of the solution.

The situation has not been helped by the Government’s lack of a workforce strategy, although I think that we may be inching towards one; I will wait to see what the Minister says. It was not helpful that the previous Minister tried to change ratios, and then changed her mind and forged ahead with the graduate early-years qualification, which did not have qualified teacher status. Those chop-and-change policies brought her into conflict with the sector and others, including the Education Committee. We have been proved right on that. I understand that to date, the course for early-years graduates, which offers 2,000 places, has recruited about 800, and that the numbers recruited have fallen year on year since it was implemented. I know that such things are not within the Minister’s gift, but in his discussions with the Secretary of State, he needs to point out that they are not helping in a sector that is already struggling to get qualified staff.

The amendment would require the Government to set out what qualifications staff are expected to have or require when providing childcare for disabled children for the purposes of the Bill. I remind the Committee of what I have already said: more than one third of parents, 38%, who were unable to access their entitlement of 15 hours of free childcare said that it was because they did not think that the childcare provider could provide for their children safely, and 30% did not think that the provider had adequately trained staff. One quarter said that the nursery or carer had refused a place exclusively on the grounds of their child’s disability.

I have talked to the Committee about my experience that it is not simply a question of training or even money. In many cases, it is about confidence. Once providers have had some training and support, they feel more confident opening up to more significant difficulties. I welcome the Minister’s offer to work with me to explore the issue, and I ask that the qualifications for providers form part of that offer.

[Alex Cunningham]

I join others in taking pleasure in serving under your chairmanship, Mr Hanson. My remarks will cover new clause 1, which stands in my name and seeks to address workforce qualifications across the childcare sector. Ultimately, for me, it is about the reassurance that parents need that their children are being cared for by professional people, not just to aid their children’s development but to put them in the safest possible hands. That is no reflection on the people who work in the industry, or the service as we call it today. They do a tremendous job generally, but I believe that they, like everybody else, should have continuing professional development.

We all know that there is a clear link between the level of practitioner qualification, the quality of early education and childcare and the outcomes for young children. Just as individual practitioner qualification is important, so are the leadership skills of the people running the establishment. Just as in schools we know that a top-class headteacher and management team can often make the difference between a school being considered excellent or found to be inadequate, there is substantial evidence that early education and childcare have a positive effect on children’s development, particularly for boys and children from low-income families, who are more likely to fall behind early. We need some of the best people caring for our youngest children.

At the same time, there is strong evidence that early language skills provide a solid foundation for school readiness, with strong links to learning to read, attainment in English and maths, earnings potential in adulthood and wider outcomes, including better mental health. Furthermore, high-quality early education, specifically nursery led by graduate early years teachers, has the most significant impact on the early language skills of young children, especially those from disadvantaged backgrounds, who are more likely to fall behind. Figures show that, for instance, one in five children, including more than a third of the poorest, are not school ready because they fail to meet the expected level of early language development by the age of five. That equates to almost 130,000 children finishing their reception year in 2015 without achieving the expected level of language skills.

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[Alex Cunningham]

Sorry, I think that was a minimum qualification. I want to see continual professional development. As I have stressed time and again, the higher the qualification, the better the outcome for children.

Children growing up in poverty are, on average, 15 months behind in vocabulary development at the age of five compared with their peers, and those eligible for free school meals are 75% less likely to reach the expected standard of language and communication than their peers at the age of five.

[Mr Gyimah]

I think my hon. and learned Friend the Member for South East Cambridgeshire was pointing to a contradiction in the Opposition’s position. Their Front-Bench spokesman said that insisting on GCSE maths and English rather than focusing on functional skills might be making things more difficult. The hon. Member for Stockton North seems to be arguing for even more stringent qualification criteria. The Government believe that, given that qualifications are the biggest determinant of the quality of the interaction with the child, it is right that we set them where they are.

[Alex Cunningham]

I do not think there is any difference between me and my hon. Friend the Member for North West Durham. We both believe that we should be driving up quality and we both believe that we should see qualifications driven up.

[Pat Glass]

There is no difference. The difference between us and Government Members is that we understand the different levels of the staff working in childcare. It is absolutely right that teachers will have a GCSE at grade C in maths and English. They need it to matriculate. They cannot get on the course without it. I was talking about level 3 staff who would be working under the direction of a graduate leader in the nursery or a teacher. That is completely different.

[Alex Cunningham]

Exactly. I hope that that clarification helps the Minister and others. The issue is leadership and different qualifications within the workforce in any one setting.

Despite knowledge of the failure of people in poverty and the 75% of children who are less likely to have the expected standard in language and communication at the age of five, we have seen childcare in England failing to meet the quality standards necessary to improve the outcomes for those children. Only if early education and childcare is of the highest quality and delivered by well qualified staff will there be a positive impact on children’s learning and development, which will help to narrow the gap in attainment for the most disadvantaged. My new clause would provide the Government with the power and the responsibility to ensure that children are cared for and stimulated by a highly qualified workforce.

Ofsted grades are not just a stand-alone proxy for the standard, because the inspection framework does not capture all the elements of quality that are predictive of outcomes for children. Evidence shows that, to ensure that the free offer meets its primary intended purpose of improving outcomes for children, the Government should focus on delivering high-quality, graduate-led care from the age of two to school age through a qualified and well supported early years workforce.

We had a debate earlier today about the needs of disabled children and the specific training that people need. I hope that the Minister will address that when he talks about the workforce and how we can ensure that the people in our nurseries have the necessary qualifications and experience to deal with a whole range of disabilities in the children who come their way.

Back in 2012, the coalition Government commissioned Professor Cathy Nutbrown to undertake an independent review of early years workforce qualifications. Her findings recommended that, if the Government set out a 10-year plan to move to a fully qualified early years workforce and increased the proportion of settings led by a graduate, it would have the greatest measurable impact on children’s outcomes. However, the coalition did not take a lead on that, nor does the Bill.

The quality of childcare is gradually improving, but there are still insufficient high-quality, free places for three and four-year olds, and disadvantaged two-year-olds.

[James Berry]

The hon. Gentleman should read my speech on childcare. He would see that we agree on a lot, and in fact some of the lines are very similar. Does he agree that we could achieve what he intends in his new clause with encouragement from the Government rather than the straitjacket of legislation?

[Alex Cunningham]

I am pleased that we can agree on much that was in my speech. I cannot understand what the problem is with requiring people to have qualifications. If you want to be an engineer, you are required to get an engineering degree. I think that if you are required to lead the best-quality care, perhaps you need some form of graduate qualification in childcare, or something associated with it. Of course, we face the possibility that we will have children attending poor-quality settings where they will be unable to access provision that meets their individual needs. This is why new clause 1 would require the Government to publish proposals for the development of the early years workforce to ensure that all three and four-year-olds receive access to high-quality, flexible and accessible early education and childcare provision, delivered by those well qualified, confident and experienced practitioners, and led by that early years graduate.

[Mr Gyimah]

I want to draw the hon. Gentleman’s attention to what is actually happening on the ground, as far as the quality of the workforce is concerned. The number of graduates in the workforce continues to rise. Between 2008 and 2013, the proportion of full day care staff with a degree or higher increased from 5% to 13%. The National Day Nurseries Association June 2015 survey showed that 88% of centres employ a graduate early years teacher. Since 2007, 16,159 individuals have achieved early years professional status.

[Alex Cunningham]

That, Mr Hanson, is tremendously good news for the childcare sector, there is no doubt about it, but it is not good enough. We are looking at a situation in which there will be a demand for increased provision, yet we have insufficient people coming through the system to fulfil those roles in the future. To my mind, it is clear that the expansion of free childcare requires that we first invest in the very people and infrastructure standing behind it. The Minister just talked at length about the fact that people are getting better in the situation, but we still have this tremendous gap, particularly if we are to provide everything that he wants us to provide.

This amendment would set the Secretary of State the achievable target of laying a report before both Houses within six months of the Act coming into effect, setting out how the Department intends to support such development of the early years workforce. I cannot understand how there can be a problem with that. All we are asking is: what are the Government’s plans? How are we going to see development happen in the future? The report should specifically include targets for increasing the number of practitioners holding level 3 qualifications and the proportion of children receiving early education and childcare led directly by an early years graduate.

The requirement for teaching qualifications has made the headlines over the past few years. Indeed, we all know that Labour committed, before the general election, to ensure that all teachers in all maintained schools should become qualified and continue to expand and strengthen their qualifications through high-quality professional development. As a former member of the Education Committee, I have considered the need for qualified and competent teachers in detail. I know that my hon. Friend the Member for North West Durham shares my interest in this subject.

With a background focused on children and young people at local authority level, I have witnessed at first hand the importance of education and education policies —as a route into work, a means to attaining personal potential, a mode of better understanding the world we live in, or simply the quenching of a thirst for knowledge. Education is a powerful tool for young people of all ages and provides the foundations on which the future of our country sits, but with this power comes a concomitant responsibility, and that responsibility rests ultimately with those who motivate, inform and inspire our young people. That is why we must take steps to ensure that our education system is designed to deliver the skills and knowledge that the young people of today will need to succeed tomorrow. The crucial requirement of this is making sure that our teachers—their teachers—are fully equipped to do the job. That is the crux of the matter.

The thinking behind new clause 1 is remarkably simple. At its core, it is inspired by the aspiration for our children and young people to have the best possible start in life, and it is informed by the evidence confirming that good quality early education can have a range of benefits for children’s early development. Research indicates that the benefits of such early education extend beyond the early years and right through primary school, adding further weight to the case for mandating qualifications for early years teachers. For example, the “Effective Provision of Pre-School Education” study has shown that children who attend good-quality childcare settings are, on average, seven months ahead in literacy skills, compared with their peers who did not attend pre-school, when starting school. The development that takes place during those early years is crucial and forms the foundations on which all later learning is built. It is, therefore, essential that we equip early years education staff with the skills that they need to support children’s early development and to ensure that no child falls behind before they even reach primary school.

The ramifications for children who start to fall behind in key areas such as early language development are, too often, lifelong, and they affect not only those children’s educational attainment but their future life chances. We face the sorry reality of knowing that children from disadvantaged backgrounds are much more likely than others to fall behind. One in four children in England arrives at primary school without good early language development, and that figure rises to one in three for children from disadvantaged backgrounds, who, as I have mentioned, start school an average of 15 months behind their peers in language and vocabulary.

I am clear that the only route to resolving that unacceptable situation, and to righting the inequality of opportunity that many children and young people grow up facing, is to level the playing field from the outset. Research shows that a well-qualified, confident and experienced workforce are central to the delivery of childcare that improves outcomes for young children. Indeed, the Department for Education went so far as to recognise in its policy statement on the Bill:

“The main driver of quality in a setting is its workforce.”

If those arguments are not already compelling enough, Ofsted has identified that settings in which at least 75% of practitioners are qualified to level 3 achieve better inspection results. A further analysis of private, voluntary and independent sector settings against Ofsted ratings also found a direct link between graduate-led settings and better Ofsted ratings, which demonstrates that graduate-led settings reduced the quality gap in provision in the least and most deprived areas.

[Mr Gyimah]

Is the hon. Gentleman aware that 79% of settings in disadvantaged areas are now rated good or outstanding? Of course, there is still room for improvement, but that is a tremendous statistic.

[Alex Cunningham]

That is a tremendous statistic, but, as the Minister says, there is always room for improvement. It is important that we maintain high quality and that we have continuing professional development for everybody so that they can keep their skills up to date and maintain the outstanding outcomes that he has alluded to.

The analysis shows a gap of 10 percentage points in the quality of childcare provision between non-graduate-led settings in the least and most deprived areas. However, when examining settings led by graduates, the research found almost no difference between the quality of provision in the least and most deprived areas. That is a crucial finding, not least because evidence shows that children who grow up in the most disadvantaged areas are least likely to attend a private, voluntary or independent sector setting with a graduate compared with their peers in better-off areas. To top it off, evaluation of the graduate leader fund adds further evidence to the extensive stock showing that settings that employ a graduate leader improve the quality of provision compared with settings that do not, with the findings confirming that employing an early years graduate is a key way of raising the quality of provision in a childcare setting. Further analysis of the graduate leader fund highlights that settings employing a graduate made significant improvements for pre-school children, not just in overall quality of provision but in other key areas such as child-staff interaction, support for children’s communication, language and literacy development, and supporting reasoning, thinking and scientific skills. The Minister’s last intervention demonstrated that that is very much the case.

It appears to be irrefutable that high-quality childcare has a range of benefits for all children, and for disadvantaged children in particular. What is more, the research also shows that there is added value beyond the school gates in supporting those children’s development, reducing the risk of behavioural issues and even supporting parents in the home. We must recognise the challenges that are likely to be faced in delivering such a commitment. Government figures suggest that 600,000 families will be eligible for the 30-hour offer. Providing sufficient places will clearly pose new challenges for the early years system, and many providers will have to be supported to extend their offer if all eligible parents are to be able to access the 30-hour offer.

[Mr Gyimah]

Based on the eligibility criteria from the spending review, 390,000 families will be eligible for the offer. There are four-year-olds who are in reception year and therefore are not entitled to the offer for three and four-year-olds.

[Alex Cunningham]

I am grateful for the Minister’s clarification. On top of this, we must factor in the need for highly qualified and experienced graduates if we are to deliver the high-quality childcare that we need so much. I bear in mind everything that the Minister said, but 20-odd per cent of providers still do not have any graduate leadership. We need to build on that. On the effectiveness of the expansion—it is an expansion—we are going to need more people in the system. The expansion of free childcare will be dependent on ensuring that there are sufficient numbers of highly qualified and experienced staff to work directly with all three and four-year-olds.

[Mr Gyimah]

The hon. Gentleman is absolutely right to say that there will be an expansion. We welcome that; it is the purpose of the policy. It is also worth stating that although we are doubling the entitlement, we are not necessarily doubling the demand. A number of children in the system are already doing 15-plus hours instead of 30 hours. Therefore, the need that he has identified might not be as great as he thinks it is.

[Alex Cunningham]

To the best of my knowledge, we have not actually quantified what the total need is. That is one of the reasons we had the debate on clause 1, which has now been ditched by the Committee. We want to review and understand exactly what provision will be needed. I do not think that is particularly clear.

Currently, a significant proportion of practitioners do not hold a level 3 qualification—the minimum recommended by the Nutbrown review. Roughly a third of childminders, 50% of nursery staff and only 13% of staff in private, voluntary and independent settings currently have a graduate level qualification, compared with as many as 40% in maintained settings. I accept that that will take some time to address. I hope new clause 1 reflects that by allowing some flexibility in setting the targets for the proportion of staff in the early years workforce to have that relevant level 3 qualification and in setting the timescale in which the Government will seek to meet those targets. However, at the same time as including measures to enhance standards, we must do more to boost the status of early years teaching to attract the very best, brightest and most able into the profession.

I understand that some 15,962 individuals have achieved early years professional status and early years teacher status. Since the start of early years initial teacher training in September 2013, 3,206 trainees have been trained, of whom 2,358 have graduated and been awarded early years teacher status. Should we not celebrate that? Of course we should, but in 2014-15 only 860 applicants started funded places. That is quite a reduction—1,467 down on the intake of 2,327 applicants in 2013-14, and 1,140 applicants short of the 2,000 target set for 2014-15. I would like to know what the Minister will do about boosting those numbers and meeting his Department’s targets.

[Mrs Drummond]

Yesterday, I learned that there are 23 different ways of getting into the teaching profession. Would the hon. Gentleman agree with me that there could be lots of different routes to get into childcare? Some people might want to start at low levels and graduate while they are still working in childcare provision.

[Alex Cunningham]

I think that people should have the opportunities to start jobs—all sorts of roles—in different ways. I believe very much in that but the Government are making it even more difficult for applicants to come into this role. The reason that we are seeing the fall is largely connected to the debate about pay and the status of early years teachers compared with applicants in programmes granting qualified teacher status.

Childcare workers in England are some of the lowest paid workers in Europe. The average salary of a supervisor in 2011 was just over £16,000 compared with an average of £22,000 in Finland, £23,000 in France and £28,000 in Germany. In private, voluntary and independent settings, non-managerial or supervisory staff are paid, on average, £6.80 an hour in full-day care settings and £8.60 in sessional settings.

[Mr Gyimah]

I hope, given the hon. Gentleman’s comments about the low level of wages in the sector, that he will welcome the new national living wage introduced by the Government.

[Alex Cunningham]

I would welcome the new national living wage if it were the actual living wage. It is important to drive up wages across all sectors and I especially welcome it in this particular setting. The evidence suggests that if a setting is graduate led there is an impact on pay. In 2013, in graduate-led settings the average hourly pay of staff in full-day care settings was £8.70, compared with £8.20 in non-graduate-led settings. In sessional settings led by graduates, the average hourly pay was £9.80, compared with £8.20 in non-graduate-led settings. It can be little wonder that low pay is frequently cited as a key challenge to recruiting and retaining graduate-level staff. That makes me fear that more needs to be done to attract new entrants and to retain experienced practitioners.

I hope that the proposals in new clause 1 would allow the Government sufficient leeway to design measures to ensure enough well-qualified and experienced staff to deliver free early education and childcare and to make certain that that is of high quality. I see no reason why the Government should not have sufficient scope to put in place measures that would also offer to support practitioners to work towards a level 3 qualification to increase the number of settings that are graduate led. As I have mentioned, the Department has already recognised in its policy statement on the Bill that the workforce is the main driver of quality. I hope that the Minister will support new clause 1 as the means to optimise such quality and to maximise the opportunities for our children and young people—after all, that is what we are here to talk about.

[Mr Gyimah]

The debate on the amendment and new clause 1 is important because it concerns the quality in early years education.

As the father of a 20-month-old who is in a full-day care setting, in common with all parents I want my child to be in a safe and secure environment, looked after by people who are well qualified and know what they are doing. I am therefore grateful to the hon. Members for Stockton North, for North West Durham and for Birmingham, Yardley for raising the important issue of the qualifications of the workforce and the impact on the care and early education of the young children involved, including those with special educational needs and disabilities.

The hon. Member for North West Durham has specialist knowledge about provision for disabled children. She most expertly deployed that knowledge and her commitment to ensure that all children should have access to quality care in her role as the co-chair of the parliamentary inquiry into childcare for disabled children.

I support the purpose of the amendments. I agree that the quality of the workforce is a vital ingredient in providing good-quality early education and care to meet the needs of all children, including those with SEN. The experiences of children in childcare settings are shaped by their interactions with staff, so it is critical that staff are suitably qualified and skilled.

I hope that it will be helpful if I set out the existing requirements for staff qualifications under secondary legislation. In recognition of the fact that the qualification levels of staff affect the experiences of children in early education and childcare settings, the early years foundation stage framework sets out minimum qualification levels. Those qualification requirements make up part of the staff-to-child ratios. I have already confirmed on Second Reading and in speeches outside the House that we are not changing ratios or qualification requirements to deliver the 30-hour entitlement.

The qualification level of the early years workforce has risen in recent years. Continuing this increase has been a key aim of the Government’s workforce strategy through the introduction of early years educator qualifications at level 3, and early years initial teacher training. Research tells us that in group day-care settings, 87% of the workforce have a relevant qualification at level 3—that should be welcomed. Indeed, many of the workforce are qualified at graduate level. Since 2007, more than 16,000 individuals have achieved the specialised qualifications of early years professional status and early years teacher status.

Moreover, the inspection framework carried out by Ofsted is clearly focused on children’s outcomes and the quality of teaching and learning in the early years. Providers are showing the arrangements they have in place for staff supervision and professional development that then drive high-quality interactions with children. Ofsted’s new common inspection framework is also bringing more consistency to its inspection approach across early years providers and schools. The latest outcome statistics, at August 2015, show that 85% of providers on the early years register were rated good or outstanding for overall effectiveness.

[Alex Cunningham]

I hope that this is not out of order, but I have to be elsewhere on Front-Bench duties, so I want to say that I appreciated the explanations given by the Minister in his many interventions during my speech and I do not intend to press new clause 1 to a vote.

[The Chair]

For information, whether the hon. Gentleman is here or not, new clause 1 would not be voted until the end of the Bill.

[Alex Cunningham]

I am grateful for the clarification.

[Mr Gyimah]

I am grateful to the hon. Gentleman for tabling new clause 1, and I understand that he has other duties. I will carry on setting out our argument on the workforce strategy, which he can follow in Hansard, in his absence.

Despite the good indications of progress so far, we cannot be complacent. For example, members of the sector have told me that some childcare businesses are having difficulty attracting and retaining staff at level 3. I have asked the sector to provide evidence of that, and I am committed to working with them to understand the challenges and to find ways to tackle them while ensuring that a quality workforce remains.

Many comments have been made about why the Department has insisted on GCSE English and maths on exit and about whether that is having an impact on people getting their level 3 qualifications. I see maths and English, the two most important vocational subjects, as a requirement for any job. Functional skills, which the hon. Member for North West Durham specifically asked about, at level 2 do not have the same breadth of content as GCSEs and are sometimes described by awarding bodies as roughly equivalent to half a GCSE, which is why we have taken our position. As I said to the sector, if evidence can be provided that that is having an impact on recruitment, I am willing to consider it. The collaborative approach has already proved successful. Over the summer, I responded to calls from the sector to amend the entry requirements for level 3 courses to enable more trainees to undertake childcare training. I am told by childcare employers that that is helping more staff access training. As Sue Robb, head of early years at 4Children, said:

“We welcome the government’s decision that apprentices can work for their childcare qualifications at the same time as studying for their GCSEs in maths and English. This will encourage more apprentices into childcare and early years.”

I have spoken previously about this, but I want to be clear that I am committed to publishing a workforce strategy that will enable staff to reach their potential and forge a successful career in early years. As my hon. Friend the Member for Portsmouth South indicated in an intervention, career progression must be the central strand of any workforce strategy, which needs to consider the role of qualifications from entry level to graduate level and on-the-job training in order to attract and retain a good quality workforce. It is not only about getting people in at level 2 or level 3, but about getting the right ladders in place so that they can progress throughout their career.