It is very encouraging to report on the good work already being done across Scotland and in the range of sectors and services involved. Key lessons can be learned from this work which in many cases was under way before the final publication of the Early Years Framework in 2008. Others will be encouraged by the variety of approaches in the case studies to build on their own practice to improve the outcomes for children.
Success in improving children’s lives means everyone has to acknowledge the rights of the child as enshrined in United Nations Convention on the Rights of the Child. Too often the needs of the adult or the profession get in the way of putting the child at the centre in health and wellbeing.
The report has shown where improved capacity can provide additional support and early intervention for families facing greater challenges. Staff working in all mainstream services for children and young people must recognise their responsibilities and also have the expertise to meet the needs of those at risk of exclusion. Dependence on short-term support will not deliver the results. Sustainability is key to supporting vulnerable children and their families. A commitment ‘to be in for as long as it takes’ is needed to prevent the initially high level of effort and investment dwindling as ‘at risk’ children move through universal services from birth to school.
The importance of the early years is widely recognised. Extensive research findings exhort policymakers and providers to give our young children the best provision and support. But the reality is still that many of our youngest and most vulnerable children are looked after in services with the most inexperienced and least qualified staff. The developments of improved qualifications for the early years workforce in recent years are very encouraging and over time can make a difference to the quality of management and services.
That will not happen overnight and support from well qualified staff will continue to be needed to bridge the gap. Those professionals currently working in the sector need to be able to share their expertise, particularly where services need to improve.
Higher expectations, better training for staff and coordination of community support will help communities to help themselves. The essential is positive partnership working across different services involving frank and open dialogue, and a recognition that no single service can meet all needs. This will need a stronger focus on staff developing the right skills set to work effectively with other professionals to support families and communities.
The report gives due recognition to those already committed to delivering the very best for children and their families, often in challenging circumstances. The work of these individuals, services and voluntary groups already benefits many children and families. The time is right to share their successful strategies more widely.
Scotland’s future economic prosperity requires all those working with children and families to have the knowledge and skills to help children and young people develop socially, emotionally and educationally in order to thrive in this 21st century.
Curriculum for Excellence provides everyone with a common direction for this work, with its emphasis providing every child with a broad general education with high quality learning and achievements in and beyond the school. All have an important part to play in giving Scotland and Scotland’s children the excellence which they need. All who work with and for children have to take collective responsibility as a community of educators. Working together and making best use of opportunities will ensure that each child can have a positive start with positive outcomes.