The evidence from HMIE inspections highlighted characteristics which led to very effective professionals in early education, most often, but not wholly, found in pre-school centres where teachers were employed. Teachers played an important part in equipping their colleagues who were not teachers with the right knowledge, skills and training to meet the changing and increasing demands required of a high-quality, pre-school education. Teachers demonstrated very effective skills in coordinating partnership working. Within local authority and independent school nursery classes, qualified teachers operated often as the day-to-day managers with responsibility for the nursery. In these circumstances, teachers as team leaders regarded nursery nurses as valued colleagues and they worked well together.
HMIE evidence showed that effective staff practice, leading to quality experiences for children, did exist in some centres where no teacher was employed. Staff in these centres had often undertaken higher level qualifications and appropriate early years training. They had also benefited from good opportunities for continuing professional development and had received high-quality support from their local authority. Staff often worked closely with visiting teachers, sharing knowledge and experience. These factors had led to them having enhanced ability and effectiveness in providing quality experiences for children.
In the most effective practice, high-quality nursery education came from the combined strengths and qualities of the range of professionals involved. Common characteristics of leaders and key staff which led to high-quality provision included:
National and international research into early years education and childcare show that good outcomes for children are linked to settings that provide a strong educational focus with trained teachers working alongside and/or supporting less qualified staff. The EPPE research shows very clear correlation in its longitudinal study of 3000 children in England of the quality of children’s pre-school experience with highly qualified staff, particularly teachers, to children’s subsequent progress in education in primary school.
HMIE and EPPE evidence demonstrated a direct relationship between the quality of provision and the level of qualification of staff and their commitment to attaining appropriate qualifications. The potential impact on children’s learning is considerable through the improved qualification of early years managers to degree level and the continued development of workforce qualifications.
In centres with no teacher involvement, staff should be encouraged and supported to develop their skills and knowledge in order that they may have a significant impact on the quality of learning and teaching provided. Less well-qualified staff need to be supported to gain qualifications and improve skills through access to training, taking account of the requirements of the SSSC and the intended change in registration criteria for managers. |