Early Years Educators

David Simmonds Excerpts

Tuesday 25th January 2022 Westminster Hall

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

It is a pleasure to serve under your chairmanship, Mr Gray. I would like to add my congratulations to my hon. Friend the Member for Winchester (Steve Brine) for securing today’s debate.

We know from all the research that attention from adults is a crucial factor in the earliest part of a child’s life. That fact has a long history in public policy, dating in the modern era back to the Plowden Report of 1967 and reflected in decisions taken by Governments ever since, in respect of both primary education and the provision of initiatives such as the neighbourhood nurseries, children’s centres, early years centres, and now family hubs.

It seems to be a point that underpins the issue highlighted by my hon. Friend the Member for Winchester in respect of ratios: the need to ensure that we have sufficient adults in any particular setting to have an effective relationship and to give sufficient attention to the children. However, it is also incredibly important as we consider the future role and shape of our early years education. As has been highlighted today, we see a mixed economy of provision in which there are examples of outstandingly good practice that make a fundamental, evidence-based difference to the lives of children.

The nursery schools we see around the country and the excellent childminders, many of whom I see in my own constituency of Ruislip, Northwood and Pinner, are part of a bigger picture, where research done in the world of academia drawing on the experience of other countries—the United States, for example—in developing new initiatives designed specifically to tackle disadvantage and drive social mobility has been applied here, in the UK. I would like to focus my contribution primarily on the considerations that that brings forward for public policy as we begin to shape it for the coming years.

When we consider the shape of the system we have today, we see that our earliest educators are operating in a system of funding that is very much dominated by the needs and demands of our big secondary schools. It is a common piece of feedback from early years practitioners and those who own early years businesses—those who lead in this area—that the allocation of resources to early year settings in any given area tends to be an afterthought. It comes after the distribution of funding: first, to secondary schools; secondly, to primary schools; thirdly, to further education settings; and, finally, early years settings are thought of just before the tea break. We need to change that. Research that has come from the What Works Network, funded by the Department for Education and done over many years, shows that the funding that we allocate to the early years of a child’s life has the biggest impact on social mobility and in challenging disadvantage. It is very telling that Leon Feinstein, formerly head of evidence at the Early Intervention Foundation, where I served as a trustee, now with the Children’s Commissioner, has highlighted that the indicators from the early years foundation stage outcomes for children are extremely good predictors of how a child will do in their A-levels. We can tell pretty accurately from how a child is developing academically in their nursery school how they will do in their A-levels as they leave school at 18. We know there is very good evidence of the difference that it makes when we get this right.

In the past we have seen the Government beginning to look at not just the professionalisation of early years educators but the greater professionalisation of the workforce as a whole, for example, with the Children’s Workforce Development Council. A number of Members have referred to early years education becoming more of a graduate profession. We have seen, in respect of the teaching profession, consistency brought in to ensure that teachers are educated to master’s degree level, as a minimum. That is all part of an agenda that is about raising the attainment level of the people who are undertaking this crucial work. Clearly, the cross-party points that have been made about funding and what that means for rates of pay are also significant.

It seems to me that, as we survey the scene within the context of Government levelling-up policy, investment in doing the right things in the early years educator workforce is something that will pay dividends. It is unlikely, perhaps, to pay dividends in the short term—in two or three years—but we can see the contribution that this will make, especially to economic opportunity, in parts of our country that currently fall behind.

We have an opportunity to build on some real strengths within this overall workforce. One of the striking things is that in most parts of the country there is a significant local authority-run early years service. I am aware that in the London borough of Hillingdon, which covers about two thirds of my constituency, it is conspicuous that staff who work in that environment tend to be people who have 30 or 40 years’ experience and the highest levels of training and development. We need to make sure that, where we have access to that kind of resource, the benefits are spread so that those smaller, private voluntary providers—new entrants to the market—can learn from people who have been providing child care to a very high standard for 30 or 40 years. These are the people who have seen different trends come in and out and who know how to support parents who may be struggling with the challenges of bringing up extremely young children. It is an opportunity to connect what happens in the early years education workforce with our family hubs, our children’s centres, our nursery schools and into primary education and childminding. It would mean the skills and insights that we see in some settings are able to be shared effectively.

It is worth recognising that as we face this future we know—there is a cross-party acknowledgment—that this is not just about freeing parents to be more economically active. We have gone through periods in the past when the primary purpose of Government intervention in this area was intended, in particular, to make it possible for mums to return to work or to increase their working hours. That is important; we know that the mother’s level of both education and income is very important to a child’s life chances—to a greater degree than is the case with fathers. We also know that all this research demonstrates that the quality of early education really can drive a child’s opportunity later on.

As we see more Government interventions, such as the growth of tax-free childcare—something that I personally benefit from, having two young children—there is a need to ensure that ratios continue to support a high-quality offer. There is also a need to ensure that childcare is not something that arises as a consideration in a parent’s life only once the child is born and they need to think about going back to work. As my hon. Friend the Member for Truro and Falmouth (Cherilyn Mackrory) said, it should instead be something that is considered during antenatal care. That way, parents will know what to expect and how to make sure they are getting the right support for their child. All those things are incredibly important.

If I may offer a final suggestion to the Minister as a way of beginning to join some of these ideas up, we know that all local authorities have a sufficiency duty around childcare, which was introduced by the last Labour Government. That duty is often misunderstood. It is not about ensuring a sufficient supply; it is about having a plan to reflect the needs of the local population. How that happens varies quite a lot around the country, according to local demographics and local resources. However, there is an opportunity to use that sufficiency duty as a vehicle to bring together so many of these issues that affect not just the workforce but the future of children. We should consider how it can become more of a driver to share good practice and ways of addressing some of the financial challenges that individual settings of different kinds may face. It can be used to ensure that the research funded by the Department for Education and the research taking place in universities is brought together in a way that supports the agenda that we all share.

I hope that my contribution has been useful, and in particular that it has highlighted my experience in a local authority. I will finish by welcoming the continued focus that my hon. Friend the Member for Winchester brings to this issue. Often, the Government are rightly accused of thinking only about things that will make a difference in the next two or three years, but if we get early years right, it will make a difference to the lives of children and to their future as adults for decades ahead.