This definition gave high status to nursery education by setting clear standards for staffing (specialist early years teachers working in partnership with well-qualified nursery nurses), space both indoors and outdoors, and a developmentally appropriate curriculum and assessment. The nursery education being offered in nursery schools and classes, which conform to these standards, was found by recent DfES-funded research to offer the best social and academic outcomes for young children.
Many of the founders of the NCrNE were involved in the playgroup movement in the 1960s and 70s and recognised the lack of high-quality provision in their areas. As a campaign, we have realised in recent years that the term 'nursery education' is no longer well understood. Thanks to the policy of successive Governments, all types of settings, meeting minimal and inconsistent Ofsted standards, are entitled to say they are offering nursery education.
We believe this is dangerous. Definitions are important. Only this week I saw an advert in my local press for a nursery nurse which asked for NVQ level 2 'if possible'! I regularly see adverts for nursery teachers asking for NVQ3. Is this what we want for our profession?
Members of the NCrNE are worried that we are currently on a slippery slope, where minimal standards are accepted as the norm for young children. We are not prepared to accept these minimal standards and will continue our campaign to ensure that all children receive a nursery education which is as good as that found in the best nursery schools and classes, and that all practitioners can benefit from seeing the best practice in our flagship nursery schools.
Margaret Edgington, vice president of NCrNE
