Making early years policy work
Natalie Perera, executive director and head of research, Education Policy Institute
Monday, February 20, 2017
Our new regular columnist argues that the removal of some policies and introduction of others has led to fragmentation in the Government's early years strategy.
One of the major draws of joining the Education Policy Institute was the opportunity to work again on early years policy. It had been almost a decade since I’d worked in the area which ignited my passion in those early days of my career.
Back then, policy-makers were riding high on the EPPE findings, which seemed to show that access to high-quality early years provision had a positive and lasting effect on children into primary school. Funding for the free entitlement, Sure Start Children’s Centres and early learning programmes was in relative abundance.
But the economic downturn meant public spending was subject to far greater financial scrutiny. The necessity for a Children’s Centre in every community was questioned, driven in part by findings from Sure Start evaluations, which suggested services were not routinely successful in reaching the most disadvantaged. The National Strategies (the DfE’s ‘field force’ for delivering educational improvement) were dismantled, along with targeted programmes designed to improve early language and social development.
There was, however, new investment, including increasing the free entitlement to 15 hours, providing free part-time childcare for the most disadvantaged twos, and commissioning Professor Nutbrown to review the quality of the early years workforce. More recently, the Government has legislated for the 30 hours.
The removal of some policies and introduction of others has led to a fragmented early years strategy and infrastructure. Providers often tell me they struggle to offer high quality with Government funding. Crucially, the evidence of what works in early years is increasingly questioned and the dual aims of maternal employment and social mobility seem to consistently conflict with each other.
The gap between the most disadvantaged and the rest is apparent by age five. I’m determined, with my EPI team, to strengthen the evidence of how to narrow that gap and ensure it is firmly on the Government’s agenda. Over the coming months, this column will enable me to share our progress alongside reflections on some of the major challenges.
Natalie Perera is executive director and head of research at the Education Policy Institute
