Early Years and Out of School Care Consultation Report

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Overview
Early Years and Out of School Care Consultation
Out of School Care Feedback from Survey

1.Overview

The purpose of this consultation was to help East Dunbartonshire Council gather the views of parents, carers and staff regarding Early Learning and Childcare and Out of School Care Services. This consultation ran from Wednesday, 17th August 2022 until Wednesday, 7th September 2022.
From August 2021, East Dunbartonshire has implemented the full entitlement of 1140 hours of funded early learning and childcare for all 3 and 4 year olds and eligible 2 year olds. These hours can be accessed in a council nursery, with a funded provider, in a private, voluntary or independent sector nursery or with a funded registered childminder.
It is intended that this increase in nursery hours funded by Scottish Government ensures that families can access a high quality early years service which is also flexible and accessible.
At the time of the survey, there were approximately 2748 children attending EYCs within the council area. There are also currently 437 staff employed by the council in early years provision.
Of the 651 people who completed the survey, 437 of them have a child / children currently attending early learning and childcare provision. This means that approximately 16% of users of the service completed the survey. A staff questionnaire was also issued to Early Years Staff – there were 59 responses overall. The responses represented approximately 13.5% of council early years staff.
During the time of the consultation – 17th August until 7th September, 13 focus group meetings took place. These involved staff from a range of early years and out of school care providers, childminders and parents.

2. Early Years and Out of School Care Consultation

1. Analysis of Survey Data

651 people responded to the EY and OSC Consultation.
98% who completed the survey live within the Council area with 2% living out with.
The largest number of responses were received from the Bearsden and Bishobriggs area – 28% and 26% respectively.
67% of responses (437 / 651) were from those who have children attending Early Learning and Childcare.
93.36% use a single provider for early learning and childcare with the majority stating this was within a council EYC.
94.86% of children attend East Dunbartonshire establishments with 5.14% attending settings outwith the council area.

2. Early Years Feedback from Survey

The most popular reasons cited for choosing an early years provider were as follows: close to home; reputation; reputation / recommendation; convenience; hours available.

The three main reasons for children attending early learning and childcare were as follows;-

To enable me to work – 83.52%
For my child to meet and interact with other children – 77.57%
For my child’s educational development – 76.20%

Of the 437 respondents, 83.52% of children accessed early learning and childcare all year round with 16.25% attending term time only. 72.8% of the 437 respondents indicated that they found the application process either easy or very easy to complete with 16.02% indicating it was either quite of very difficult. Some of the reasons provided for this were lack of availability of places in the preferred area, re-enrolment process confusing, not enough spaces, not enough options, not enough flexibility regarding hours provided, long waiting lists and limited spaces.

When asked what would have helped, the following aspects were the ones that were most often cited.

Clearer advance information regarding;

costs/charges for nursery places beyond the 1140 hours;
options and choices;
the application process.

When asked what difference, if any, accessing the statutory 1140 hours of funded early years provision has made to you and your family, the top four differences cited by respondents were;-

Childcare costs reduced – 209 responses – 66.77%
My child/ children have increased opportunities for social interaction – 198 responses – 63.26%
My child/children’s learning and development have improved – 156 responses - 49.84%
Working or studying hours are easier to manage – 132 responses – 42.17%

78 comments were received when asked what respondents would like us to consider when planning and delivering early learning and childcare services across East Dunbartonshire. Of those, the main themes mentioned were as follows;-

Term time options for those parents who require it
Greater flexibility in opening / closing hours
Funded places for under 3s
Greater choice of provision
Reduced costs especially if more than one child.

A few parents commented on Gaelic Medium Education provision and the fact that the funded hours are provided over term time. To allow for greater flexibility, increased opportunities for immersion and to support working families, they would prefer the option of extended day and year.

Deferred Entry

With the upcoming change in legislation of the 437 respondents who currently use EDC Early Years services, approximately one third would be likely to delay their child’s expected school starting date, with just under half unlikely to do so.

Patterns of Attendance

Almost half the 437 respondents (48.51%) are currently using funded hours with an additional wrap around service for the extended year. Slightly less than a third 30.43% use funded hours only across 48 weeks with only 5.72% of respondents using term time only over 38 weeks.

Over three quarters (76.89%) of the 437 responses said the option they have chosen suits their needs, with slightly less than a quarter – 23.11% indicating that it did not.

Of the 101 respondents who stated ‘no’, 99 comments were received and were mainly concerning the following;-

Availability of term time only places – request for the 1140 hours to be spread over the term time between 9am and 3pm. Some families pay for the additional hours to 5pm, but collect the children at 3pm, whilst others cannot afford the additional hours and rely on family, or have reduced their working hours to collect at 12:45pm.
Extension of the hours available - some families stated that finishing at 3pm does not fit in with their work patterns, as they work to 5.00pm / 5:30pm, or that the hours available do not cover the full working week.
Being able to select the nursery associated with the primary school their child will attend.
Funding being available for all 2 year olds.
Affordability - some families have stated that childcare costs are very expensive; they cannot afford the wrap-around costs and have changed their work patterns or rely on family to help.

Over half of the respondents (67.73%) currently, or will in the future, purchase additional hours to the 1140 funded hours currently available. Almost two-thirds of respondents would prefer the funding to be allocated to one local authority nursery. Whilst just under a quarter would prefer the funding to be allocated to one non-local authority nursery and just over 10% would prefer to split the funding between providers.

When asked if there was anything else respondents would like the Council to consider when planning early learning and childcare, some of the issues raised were as follows;-

Healthier and more varied food choices for children attending Early Learning and Childcare, taking into account food preferences and dietary requirements.
Enhanced communication and information regarding early learning and childcare e.g. how / when to apply for places, options, information about EYCs.
Access to more places for children who are under 3 years old, and that these places be free at the point of access or charged at a reduced rate in order to support working parents.
Request for private nurseries to receive more funding from the Council in order to help them retain staff.
Affordability of places – while 1140 funding helps, costs can be prohibitive especially for non-eligible 2 year olds as well as under 2s. This is exacerbated if there is more than one child attending early learning and childcare.
Gaelic Medium Education – request for more flexibility in hours and opportunity to access additional wrap hours, which is not possible currently within the Gaelic Nursery as it is term time, 9.00am-3.00pm. Concern that this will impact on the numbers of children attending the Gaelic Nursery.
A number of parents on the other hand, have requested that they have the option of term time hours- 9.00am-3.00pm as this would support them with their working hours, and would be in line with other older children in the family who are attending school. Some parents have indicated that their child is not accessing the full 1140 hours as the hours offered do not suit them or that they are paying for extra hours that they do not really need so that they can attend from 9.00am-3.00pm.

In general, some parents are requesting greater flexibility in the times they can choose to access their funded hours in order to suit their own personal circumstances and working arrangements rather than the pre-determined models of delivery. A few respondents mentioned requests such as;-

Catchment primary school having a nursery attached
Further investment in buildings, resources, professional learning and staffing
Request for cross boundary funding to align with 1140 eligibility of funding within EDC
Reducing staff shortages and high staff turnaround to improve children’s ELC experience
More EYCs to reduce waiting lists and enhance choice for children and parents.

3. Out of School Care Feedback from Survey

Of the 651 survey responses received, 234 indicated that their child / children attended out of school care provision, with 417 replying no to this question.

Of the respondents who said ‘yes,’ 86.75% used after school care, followed by 44.87% who used before school care. 37.61% used school holidays out of school care followed by 26.07% using a family member or friend. 4.27% and 3.85% used Snack and Play Provision or Childminders respectively.

Over half of the respondents access Out of School Care Services during term time only, with just under half utilising them all year round.

The main reasons cited for using out of school childcare were as follows:-

Almost all respondents - 97.01% - indicated ‘to allow me to work’ with 20.09% saying that ‘it is good from my child’s development (e.g. social interaction, making friends)’, followed by 12.39% indicating ‘my child likes spending time at the service’. Only 2.99% or less indicated the other choices which included;-

To allow me to study / train
To provide support / respite or support with childcare
To give me time for other things (appointments, voluntary work), to allow me to look for work

The most important factors for parents / carers choosing an out of school care provider for their child / children;-

Of the 234 responses, a total of 932 options were selected, with the Quality of Services (178 responses = 76.07%) and being close to school (177 responses = 75.64%) being the most popular responses.

With regard to the biggest challenges that exist in accessing Out of School Care Services that suit parents/carers and their families, there were over 200 responses to this question. The main issues highlighted were as follows;-

Cost/Affordability – the service is very expensive compared to similar schemes elsewhere. Costs are prohibitive especially if more than one child from a family attend.
Availability of spaces and having to be on a waiting list (sometimes for a number of years) to get an afterschool/breakfast club space;
Availability/Choice of centres providing out of school care – very limited and in some areas there is no provision; some closed due to the pandemic and do not plan to re-open.
Availability (lack of providers) of before school breakfast clubs.
Availability/flexibility of hours – some parents pay for a block of time until 5pm/6pm, but collect at 3pm; some working parents would prefer extended hours to allow them to work (some parents changed work/working hours to accommodate childcare).
Lack of provision in the school – parents would like to see a breakfast club/after school care in the school the child attends.

Of the 417 respondents who do not access out of school care services, almost two-thirds do not require the service. For the 85 respondents who stated ‘Other’, the two main reasons were that their child was not of school age to access the services and cost.

Over three-quarters – 77.94% indicated that they would like to access out of school care provision in the future with less than a quarter – 22.06% indicating no.

Finally, when asked what other aspects respondents would like the Council to consider when planning and delivering Out of School Care Services, a total of 118 comments were received.

In summary, respondents are requesting more out of school care provision – before school, after school and during holidays. The main issues cited by parents and carers was that current provision is not adequate for their needs as there are not enough spaces available, with long waiting lists in place.

In addition, respondents mentioned that for the provision that was available, the cost can be too expensive and that either free or partially funded school aged childcare would be helpful. There were also a number of requests for schools to provide breakfast / after school club costs at reduced rates, with some parents suggesting a universal offer whereby all schools would offer before and after school provision.

Other issues mentioned were the need for enhanced provision for children attending Gaelic Medium Education and for those children who have additional support needs.

Finally, there were some requests for enhanced communication as some respondents are not aware of the out of school care provision that is currently available and how to access this.

4. Focus Group Feedback

During the time of the consultation (17th August until 7th September), 13 focus group meetings took place. These involved a range of early years and out of school care providers as well as parents/ carers, and included early years leaders and practitioners from Council and Funded Provider centres, current and future parents/ carers, child minders, parents of children who attend ASN playschemes, as well as managers and staff from out of school care provision.

5. Early Years Staff Feedback from Focus Groups

Benefit of 1140 hours for children, parents and staff

The most commonly cited benefits for children regarding 1140 expansion across all staff groups was consistency and continuity of care and learning, development of relationships with the child and family, access to a hot meal and increased breadth and depth of play.

With regard to benefits for parents, common benefits included supporting parents to work / study, greater flexibility for parents as well as helping financially with the cost of childcare. For staff, benefits highlighted included more career opportunities i.e. promotion and leadership opportunities, greater flexibility due to shift patterns and the increased time means that staff can get to know children and families better in order to meet their needs.

Challenges of 1140 hours for children, parents and staff

Challenges for children across the groups included children becoming tired in the afternoon due to the longer days and also the number of transitions throughout the day, especially if there are changes to staffing.

Across the groups challenges for parents included some children not using their full 1140 hours if they have a sibling in school as may be picked up at 3pm or not attend during holidays, parents requiring support to understand the application process and funding entitlements including cross boundary funding. Challenges around understanding the application process has also been highlighted through some of the parent focus groups and survey.

Across all staff groups, the biggest challenge regarding staff is recruitment and retaining staff. This is having impact on a number of areas including staff wellbeing and morale, consistency for children and staff ability to attend professional learning.

Across the groups, it was highlighted that due to the expansion of 1140, subsequent saturation of the job market, the knowledge base of staff has decreased due to the numbers of inexperienced staff gaining employment. Some centres have also indicated they have lost staff members due wider national recruitment and find it challenging to recruit new staff. Finally, while the staffing models offer flexibility and choice, other issues were mentioned such as the increase in flexible working requests and the challenge in filling part time afternoon posts.

Deferred Entry

There was a mixed picture across the focus groups with some EYCs noticing an increase and some a decrease in the number of deferred entries. Some cited Covid-19 as a possible reason for those who had experienced an increase and also parents being more aware of the process for deferred entry.

Pace of the Day

Information from focus groups indicated that pace of the day is well established in those centres who have had extended day / year in place for longer. EYCs are reviewing / monitoring pace of the day across sessions

Lunches / Snack

Again, feedback indicated a mixed picture with some focus groups reporting that lunches were varied, balanced and well received with other groups highlighting that the quality and range of food provided can be inconsistent.

Other issues cited included lack of choice, staffing - retaining housekeepers, timing of afternoon lunches, food wastage, delivery of lunches, request for an increase in fruit and vegetables provided.

Working day allowing for planning and preparation

Some of the positives included longer days, allowing more opportunities to observe children. Staff also mentioned being given cover to come off the floor – this was echoed by early years leaders who mentioned cover being provided by managers. However, issues mentioned across all groups included the challenges in giving staff time off the floor. The reasons for this were varied including – challenges involved in covering tea and lunch breaks, as well as staff shortages.

Providing Support and Challenge~

A range of strategies discussed across the groups included;-

Collaborative working with the Early Years Teacher to provide support and challenge
Support for all meetings
Support from Early Level Support Teachers
Support from Early Years Support Workers
Use of observations and effective questioning to support and challenge children
Use of planning in the moment to support learning as well as e-journals to track and monitor progress.

Staffing was also raised as an issue with regard to Support and Challenge;-

Vacant EYSW posts impacting on the service provided
Health Visitors no longer attending Support for All meetings
Knowledge base of newer, less experienced staff to provide support and challenge.

Professional Learning

Feedback indicated that centres use a range of providers including the Council professional learning calendar, Education Scotland, the Care Inspectorate and other private providers. While some have commented on the benefits of online training, which makes it more accessible and easier to attend, others have indicated that they would prefer more opportunities to meet face to face to consolidate learning as well as to share practice. Positive comment was provided regarding the Council calendar and range of courses on offer. However, one group discussed not being aware of the Professional Learning calendar and challenges in accessing this due to IT issues. Comment was also provided regarding challenges involved in releasing staff to attend training and timings not being suitable for all.

The most popular requests for training were aspects of additional support for learning followed by forest schools and STEM. Staff are embedding practice learned from professional learning in a range of ways including improving the environment for children; enhancing learning opportunities for children; enhanced support and challenge; engaging with parents more effectively. Other ways in which staff are embedding ideas from professional learning include the development of champion roles, linking leadership roles to the PDR process and sharing information with staff at in-service days/meetings.

Supporting Staff with 1140 delivery

A range of responses were provided including senior leaders supporting staff on the floor through modelling good practice, regular meetings and communication with staff, one to ones, the PDR process, opportunity to take on leadership roles, mentoring as well as providing staff greater time in an EYC area to develop both depth and breadth in learning.

Further support required

The most common request for further support was for increased staffing (including support staff) in order to provide enhanced quality of provision for children and to support staff morale and wellbeing, as well as for more flexible staffing and delivery models. Some other requests for support included requests for professional learning, enhanced IT as well as time to plan, prepare and evaluate learning. For some staff in older buildings there were requests to review the environment.

For funded providers, the biggest request for support was the need for the sustainable rate to be reviewed and agreed.

Feedback from Childminders

Benefits for children included increased opportunities for socialisation and development of skills, and financial benefit to parents as they are now receiving more funded hours. Some of the challenges that were mentioned included perception of the service by parents, parents will often choose to use their funded hours now on EYC provision rather than opting for a child minder, and a need for increased promotion of the service, demands of inspection processes and also challenges in accessing professional learning.

Early Years – Parent Feedback from Focus Groups

Parents were asked a range of questions, including what their children liked best about nursery, ease of accessing a nursery place, reasons for choosing current EYC, benefits for children and parents regarding 1140 rollout, quality of provision, what could be improved, likelihood to defer, patterns of attendance, lunch and snacks, does 1140 hours meet your needs, what difference has it made.

Parents indicated that their children liked the opportunity to play, learn, make friends and develop social skills while attending nursery, as well as enjoying opportunities for outdoor play. Positive comment was also made regarding staff interactions and relationships with children to support children’s learning and development.

There was a mixed picture across the groups regarding ease of accessing a nursery place. While some parents found the process relatively easy, others indicated that it was more challenging accessing places for children under the age of 3, that the application process was not always clear, that they required support to understand the ways in which 1140 funding can be used and were unclear when, or how to, apply for a place. They indicated that there is a need for enhanced communication and explanation regarding applications, funding and processes.

Reasons for choosing a particular nursery included reputation, recommendation, proximity to home, convenience, the nursery offered hours required, parents / carers liked the ethos and the nursery offered a particular focus such as Gaelic.

Parents indicated the main benefits for children included – increased opportunities for socialisation, consistency, supports with transitions, learning and development across a range of areas as well as the lunch option.

Parents across the focus groups were also positive about the benefits to them of increased hours of early learning and childcare through 1140 hours rollout. The main benefits mentioned were financial due to reduced childcare costs, support for working parents to work, supports with parental wellbeing and flexibility.

With regard to possible improvements, a range of requests were received including application process being made easier and increasing the numbers of funded childcare available and increasing flexibility of hours.

Parents across the focus groups were generally positive about the quality of provision. Of particular note, groups were very positive about staff, highlighting positive ethos, staff commitment, staff development of quality learning experiences for their children, interactions, ethos, knowledge of children, use of e-journals to communicate with parents regarding learning and development that has taken place and support for children with additional support needs. In terms of next steps, mention was made of perhaps more information at particular points of the day e.g. handover times.

Parents commented positively on upcoming changes by the Scottish Government to allow all families with children whose birthday falls between the start of term in August and the end of February to have an extra year in nursery, and welcomed the opportunity to have this choice whether they exercise it or not. They would find it useful to have advance notice of this change to inform decisions regarding enrolment.

Across the focus groups, parents were using various patterns of attendance including funded hours only, funded hours plus additional hours as well as term time only provision. Some in extended day and extended year centres would like the option of term time and some who have term time hours would like the option of additional hours.

Lunch provision was viewed generally positively across the focus groups, with parents commenting on the range and quality of food provided, opportunity to try new foods, development of independence and social skills. Some parents commented that they would like more information on what their child had eaten and whether they liked the food provided or not.

Almost all the parent focus groups felt that the increase in hours to 1140 meets their needs. One group indicated that for they would like the option of term time – 9.00am-3.00pm and some in term time provision would like to access additional hours – (e.g. Gaelic Medium Nursery) to support working parents and also to further develop Gaelic immersion.

Parents noted a range of differences 1140 hours has made to them and their families including – being financially better off, being able to spend more time with other members of the family, supports parents to go to work, allows time for parents to focus on their own health and wellbeing, provides their children to access activities / learning that they may not be able to access at home, as well as accessing lunches.

Some points indicated, when asked what else parents would like the Council to consider to further develop ELC included – more places and funding for children under the age of 3, updated information on deferred entry on the Council website, they welcome a return to stay and play sessions and revised drop off / pick up now that Covid restrictions have lifted.

Future parents indicated that, while they found the application process relatively easy and welcomed the fact that children can start after their 3rd birthday, they did feel that they would like better communication around when to apply for a place. Perceived benefits included all children having a nursery experience by the time they go to school, as well as the financial benefit for parents. Request for increased funded places for under 3s, as well as after school childcare for other children in the family to support working parents further was made.

6.Out of School Care – Feedback from Focus Groups

ASN Playschemes

Parents using the Merkland and Campsie View Playscheme took part in focus groups. Responses for both groups were different. The Merkland group were very positive about the provision and support provided. They cited benefits to their child such as having opportunities to socialise with other children, the safe and supportive environment, one to one support and the opportunity to try new activities. For the parents, it provided time to spend with other members of their family

Parents found accessing a place straightforward and commented on effective communication. Parents felt that the playscheme met their needs and provided flexibility of days offered. Parents enjoyed receiving the feedback forms as they provided information on activities their child had participated in at Playscheme. The only requests made were more time and more open days as these were very helpful.

The Campsie View group indicated benefits to both children and the family such as socialisation, experiencing a range of activities, children benefiting from structure and routine and the opportunity to develop friendships. They also mentioned that it supports the children’s and parents’ wellbeing as well as providing respite to parents.

However, the parents have reported a number of areas for development in order to improve the quality of provision at Campsie View Playscheme. They include;-

Enhanced and timely communication about the service
More flexibility to choose days that suit
An increase in the number of days offered at playscheme
Opportunities to feedback and evaluate the service
Request for after school care to be considered in the move to the new school.

Out of School Care Provider

Two focus groups involving managers and parents took place, as well as a Microsoft form completed by managers / practitioners. 10 responses were received from managers / practitioners with 27% offering term time, after school and breakfast clubs and 18% offering holiday provision.

Feedback from focus groups and staff indicated that the benefits to parents include the following;-

Allows parents to go to work / further education
Childcare and consistency within a safe environment
Offers all year round care

Benefits to children in attending out of school childcare include;-

Opportunities for social interaction and building friendships
opportunities to play
have fun and participate in a range of learning experiences
develop language and communication skills within a safe and consistent environment
offers continuity of childcare

Some of the challenges mentioned included recruitment and retaining of staff, having enough staff to support children with additional support needs, the qualifications required by staff and statutory requirements of the Care Inspectorate. Other challenges included communication with establishments, lack of storage and space for out of school care providers to run the service.

Feedback from the parent focus group was generally positive regarding the out of school care provision that they were accessing.

Staff / Mangers indicated that, in terms of support, they would like further training, in particular, additional support needs, first aid and the new Care Inspectorate framework. They also requested support with recruitment as well as support with issues such as space and promotion / communication with parents.

7. Key Messages from the Early Years and Out of School Care Consultation

There are key benefits to children, parents and staff regarding 1140 hour expansion which offers an increased level of free and more flexible early learning and childcare. Feedback indicates this is helping support children’s learning and development as well as supporting parents financially and with work / training. For staff the benefits include increased career pathways and leadership opportunities as well as greater flexibility.
A particular strength of the early years service is the staff and their commitment to supporting children and families.
While approximately three-quarters of respondents indicated that the delivery models / patterns of attendance met their needs, just under a quarter said it did not. Although there is enhanced flexibility based on previous consultations, some parents would like greater choice with the option of additional hours if they are in a term time setting or term time options if their child attends an early years centre that offers extended day / year.
The consultation highlights that parents / carers would like to see a greater number of places for children under the age of two and more funded places for children who are two.
Similar to the national picture, staffing and recruitment continue to be an ongoing challenge across the early years sector. For some staff, current staffing models do not suit their needs.
Parents and carers have indicated that there is not enough Out of School Care Provision to meet their family’s needs and to support them to be in employment. They indicate that the provision that is in place is expensive and difficult to access due to lack of spaces.

3. Next Steps and Future Reporting

Review and update the Early Years Strategic Plan.
Review of the deferred entry guidance and the early years admissions policy.
Continue to review the Professional Learning Calendar to ensure that it meets the needs of staff as well as supporting national and local priorities.
Ongoing work to review and agree the sustainable rate for funded provider centres.
Ongoing review of staffing and delivery models.
Enhanced communication for parents / carers and senior leaders in early years provision regarding admissions and applications.
Review Out of School Care Provision across the council – primary and secondary to conduct a Gap Analysis. This will inform a future report on Out of School Care Provision.
Working party in place to review ASN Playschemes in order to enhance provision.