In an evolving situation where new patterns of teacher involvement in pre-school education and care are being developed, it is important to maintain a clear focus on the factors which contribute to the effective provision of high-quality services within the pre-school sector.
This report has focused on the incidence of high-quality provision across all sectors of early education delivery – local authority nursery schools and classes and family centres, independent schools, private business nurseries and voluntary groups – and has sought to discern the key qualities and characteristics which contribute to very good practice. Highly effective centres show common characteristics among leaders and key staff. These characteristics were most often, but not wholly, found in establishments where teachers were deployed. HMIE evidence found that, overall, the quality of children’s experiences was of a higher standard in nursery schools and nursery classes where, traditionally, teachers were employed. Teachers, using their acquired knowledge of learners, learning, teaching and assessment, were most able to apply this expertise to ensure effective early education practice.
In centres which demonstrated effective practice where no teacher was employed, staff had often undertaken higher level qualifications and appropriate early years training. This, along with continuing professional development and high-quality support from their local authority and teachers, enabled them to demonstrate effective characteristics which led to the delivery of high-quality provision.
The importance of children’s pre-school experiences is crucial to their future learning and to their developing role as responsive and contributing adults in society. In taking forward the 3 to 18 curriculum, the workforce needs to be equipped with the right knowledge, skills mix and training needed to meet the changing and increasing demands required of a high quality, early years service. It is important, therefore, to ensure that developing all staff in the workforce is placed centre stage and integral to the planning and delivery of quality early years services.
The new degree-level qualification for leadership development could help to raise further the quality and competence of staff working in and managing centres. This level of qualification could work well beside that of the teacher to complement the delivery of high-quality services.