The Quality of Group Childcare Settings Used by 3-4 Year Old Children in Sure Start Local Programme Areas and the Relationship with Child Outcome: Research Brief

Melhuish, Edward; Belsky, Jay; MacPherson, Kristen; Cullis, Andrew

doi:10.1037/e606892011-001

Cited by 10 publications

(9 citation statements)

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“…Sylva et al, 2012). Melhuish et al (2010), examining childcare provision for 3-and 4-year-olds in disadvantaged areas (areas with a Sure Start Local Programme), found that higher ECERS scores were associated with improved language development between ages 3 and 5, and higher language and communication scores in the Foundation Stage Profile. These findings for England are consistent with those in the larger US literature (see Blau & Currie, 2006, for a review), although more recent US studies have raised questions about the strength of the relationship (Sabol & Pianta, 2014).…”

Section: Measuring 'Quality'mentioning

confidence: 99%

“…The EPPE study also provides the only direct evidence of a link between structural aspects of quality and child outcomes, finding that children made more progress in settings where staff, and managers in particular, were highly qualified (Sylva et al, 2004). Further evidence that structural features affect process quality comes from the National Evaluation of Sure Start: Melhuish et al (2010) found that both staff qualification levels and (especially) adult-child ratios influenced ECERS scores.…”

Section: Measuring 'Quality'mentioning

confidence: 99%

“…Comparing settings in disadvantaged areas in 2006-2008 using the National Evaluation of Sure Start (NESS) with settings across the country using the QCSMCS, Melhuish et al (2010) suggest that quality in Sure Start areas was if anything slightly better than the average elsewhere, though they point to the need for caution given that data were collected by different teams at different times.…”

Section: Quality and Children's Background: Previous Studiesmentioning

confidence: 99%

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A question of quality: do children from disadvantaged backgrounds receive lower quality early childhood education and care?

Gambaro

Stewart

2015

British Educational Res J

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LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author's final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher's version if you wish to cite from it. 1A question of quality: Do children from disadvantaged backgrounds receive lower quality early childhood education and care? accessed by three and four year olds in England varies by children's background.Focusing on the free entitlement to early education, the analysis combines information from three administrative datasets for 2010-11, the Early Years Census, the Schools Census and the Ofsted inspections dataset, to obtain two main indicators of quality: staff qualification levels and Ofsted ratings. These data are combined with child-level indicators of area deprivation (IDACI scores) as a proxy measure of children's background.The paper finds that children from more disadvantaged areas have access to better qualified staff, largely because they are more likely than children from richer areas to attend maintained nursery classes staffed by teachers, and less likely to attend services in the private, voluntary and independent (PVI) sectors.However, within both maintained and PVI sectors, services catering for more disadvantaged children receive poorer quality ratings from Ofsted, with a higher concentration of children from disadvantaged areas itself appearing to reduce the likelihood of top Ofsted grades. This may be in part because Ofsted ratings reflect levels of child development, and therefore reward settings where children enter at a more advanced starting point, but it may also be that it is genuinely harder to deliver an outstanding service to a more disadvantaged intake. The Questions therefore remain about the extent to which quality of provision is consistent across the sector. 4Our focus in this paper is on the way in which variations in quality are associated with children's background. If early education is to play a role in ensuring a more equal starting point for children from different backgrounds, it is important that the highest quality provision is accessible for the children who need it most. We ask how far this appears to be the case in practice in England. Are children who experience disadvantage at home more or less likely than children from richer households to access the highest quality early education?To address this question we combine information from three administrative dat...

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Section: Measuring 'Quality'mentioning

confidence: 99%

Section: Measuring 'Quality'mentioning

confidence: 99%

Section: Quality and Children's Background: Previous Studiesmentioning

confidence: 99%

See 1 more Smart Citation

A question of quality: do children from disadvantaged backgrounds receive lower quality early childhood education and care?

Gambaro

Stewart

2015

British Educational Res J

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“…For example, the Millennium Cohort Study (MCS), a birth cohort study of children born across the UK in 2000-2001, has been useful in examining, amongst other things, the quality of childcare settings (Melhuish et al 2010), the establishment of Action for Children Children's Centres (Blewett et al 2011), the influence of different forms of early childcare (Hansen and Hawkes 2009), the levels of attendance in early years' education on assessments in the EYFS Profile at the end of Reception class (Hopkin, Stokes, and Wilkinson 2009) and results at Key Stage 1 (George, Stokes, and Wilkinson 2012). However, what very few of these studies have been able to do is to examine the impact of a major national educational policy in early years education.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of early years educational reform in Wales to age seven: the potential use of the UK Millennium Cohort Study

Taylor

Joshi

Wright³

2014

Journal of Education Policy

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Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child's development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000-2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings.

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“…Early experiences lay the foundation for all learning (Allen, 2011;Melhuish et al, 2010Melhuish et al, , 2015Sylva et al, 2004;Sylva et al, 2014) and have enduring effects (Heckman and Wax, 2004). High quality early childhood education and care (ECEC) can reduce inequalities linked to parental background and socio-economic status (Manning et al, 2010;West et al, 2010) and have the most profound impact on economic growth and prosperity generally (EIU, 2012;Field, 2010;Ho et al, 2010;Melhuish, 2004).…”

Section: Contextual Background To Professional Developmentmentioning

confidence: 99%

Supporting the Implementation of the Foundation Phase through Effective Professional Development

Kingston¹,

Siraj²

2017

wales j educ

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There is a growing evidence-base linked to high quality and effective practice which supports and enhances children's outcomes (socio-emotional and cognitive development) in Early Childhood Education and Care (ECEC, 0-8 year olds). It includes the recognition of important aspects of quality, its measurement and the characteristics of effective educators. More specifically, new understandings about the practices and pedagogies which make a real difference to children's outcomes are emerging, including the importance of relational and intentional pedagogies and the educators' engagement with and promotion of sustained shared thinking (SST) within their classrooms/settings. The extant literature, together with a growing but still developing discourse around effective professional development (PD), could usefully inform future directions within the sector in Wales, and support the successful implementation of the Foundation Phase (3-7 year olds).

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The Quality of Group Childcare Settings Used by 3-4 Year Old Children in Sure Start Local Programme Areas and the Relationship with Child Outcome: Research Brief

Cited by 10 publications

References 0 publications

A question of quality: do children from disadvantaged backgrounds receive lower quality early childhood education and care?

A question of quality: do children from disadvantaged backgrounds receive lower quality early childhood education and care?

Evaluating the impact of early years educational reform in Wales to age seven: the potential use of the UK Millennium Cohort Study

Supporting the Implementation of the Foundation Phase through Effective Professional Development

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