The report, published today (30 April) looks at how practitioners care for and educate children up to the age of two. It highlights the importance of practitioner experience and qualifications, finding that those with greater experience and a higher level of qualifications had better knowledge of child development.
It also considers to what extent practitioners use the EYFS, finding that the key person role is a strength of many providers.
The research, which draws on a series of visits to settings, a survey, focus groups and a literature review, comes at a time when the Government expects demand for baby and toddler places in early years settings to increase with the next phase of the expanded offer.
Other key findings of Ofsted include:
- Most practitioners recognise the importance of positive relationships with parents in helping them support children more effectively.
- Communication and language, and personal, social and emotional development are well understood by practitioners, but they do not always understand how they could support physical development as well.
- There is some work to do in understanding how routine times can be used for high-quality interactions, particularly where mixed ages are grouped together.
- There is a misconception among some practitioners that babies and toddlers are too young to be taught anything.
The research acknowledges however that some of the challenges highlighted within the report may be partly influenced by ongoing difficulties in recruiting and retaining experienced practitioners.
The inspectorate will use the findings to inform inspector training.
The research concludes by making a series of recommendations for practitioners, managers and policy makers to achieve the best possible outcomes for babies and toddlers, including enabling practitioners are supported to take part in professional development specific to under-twos to improve their qualifications and experience.
Jayne Coward, Ofsted’s deputy director of early years regulatory policy and practice, said. ‘We know that a child’s first few years are crucial to their future learning and development. By providing children with an excellent start in those first two years, we can ensure that they gain the foundation they need to thrive throughout school and beyond.’
Stella Ziolkowski, National Day Nurseries Association’s director of quality and training, said, ‘As with everything in early education and care, quality makes the biggest difference for children’s experiences and outcomes. While this report highlights positives, it also shows that more needs to be done, especially around awareness and knowledge of physical development needs in this stage of life. The challenges highlighted around recruitment and retention create a series of issues including how settings can keep and progress skilled and experienced staff as well as providing continuity and structure supporting stronger attachments between children and their key person.
‘To ensure it meets its targets on giving children the best start in life, the Government should ensure there is a fully funded workforce strategy to tackle recruitment and retention challenges in the workforce and support the professional and personal development of the amazing people working in our sector.’
