1

Workforce

Development

Sector Survey

2017

2

CONTENTS

Section 1: Introduction 3

Section 2: Organisation Information 2.1 Type of Organisation 4 2.2 Sector 5 2.3 Trust Area 5 2.4 Location 6 2.5 Registered Places 6 2.6 Current Occupancy 7 2.7 Vacant Places 8 2.8 Children from Minority Ethnic Background 9 2.9 Children with a Disability 10 Section 3: Staffing 3.1 Number of Staff Employed 12 3.2 Male and Female Staff 12 3.3 Age Range of Staff 13 3.4 Length of Service 13 3.5 Staff from Minority Ethnic Background/With a Disability 14 3.6 Job Roles 14 Section 4: Qualifications and Training 4.1 Qualifications of Staff 15 4.2 Barriers to Achieving Qualifications 18 4.3 Types of Training Staff Would Benefit From 20 4.4 Barriers to Recruiting Staff 21 Section 5: Quality Assurance 24 Section 6: Further Comments 27

3

SECTION 1. INTRODUCTION The following Workforce Development Survey 2017 was designed, developed, implemented and analysed by Early Years - the organisation for young children, on behalf of the Childcare Partnerships. The survey was initially piloted and refined with the Early Years Daycare Forum in January 2017 and the survey was then distributed to 671 settings as identified by the HSCB dataset in electronic format and hard copy format on request. The survey was initially distributed in February 2017 with a review of responses in March 2017. The deadline was subsequently extended to May 2017 with follow up calls and emails used to achieve the targeted response rate of 50%. A total of 335 responses were received representing a return rate of 49.9%. The purpose of the survey was to:

• Clarify the availability of childcare places and their location across Northern Ireland.

• Profile the current qualifications held by early years practitioners.

• Identify future training and qualification needs.

• Inform and support the development of early years policy, including the Executive Childcare Strategy.

• Facilitate the development of a business case aimed at supporting sectoral need.

4

SECTION 2. ORGANISATION INFORMATION The following is a summary of the profile of the organisations who responded to the survey in relation to type, sector, Trust area, location and places registered. 2.1 TYPE OF ORGANISATION

Type of group and organisation Day Care Nursery 83 24.8% Pre-School Playgroup 158 47.2% Pre Pre-School Programme 20 6.0%

Crèche 14 4.2% Other (please specify) 60 17.9% Day Care Nursery 83 24.8%

Other answers include:

• Disability Pre-school Group (Pathways), After schools, Social Groups, Lego Therapy, Youth Group, Family Support

• Out of School Club

• Childminder

• Breakfast/afterschool clubs

• Community Social Economy Daycare Service

• Sure Start

• Sessional Daycare

• 2 year programme

• Family Support Project

• We provide crèche, programmes, development 2yr programmes, home visiting

Type of group or organisationType of group or organisationType of group or organisationType of group or organisation

Day Care Nursery

Pre-School Playgroup

Pre Pre-School Programme

Crèche

Other (please specify)

5

2.2 SECTOR

Sector Voluntary 139 41.5% Community 113 33.7% Private 96 28.7%

Social Economy 17 5.1% 2.3 TRUST AREA

Trust Belfast 62 18.5% South Eastern 45 13.4% Northern 73 21.8% Southern 96 28.7%

Western 59 17.6%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Voluntary Community Private Social Economy

SectorSectorSectorSector

Trust areaTrust areaTrust areaTrust area

Belfast

South Eastern

Northern

Southern

Western

6

2.4 LOCATION

Location Urban 175 52.2% Rural 160 47.8%

The survey also asked about occupancy, number of places, places vacant, number of children from a minority ethnic background and children with a disability. 2.5 REGISTERED PLACES

Number of Registered Places 0 places 2 0.6% 1-25 places 121 36.1% 26-50 places 117 34.9% 51-75 places 49 14.6% 76-100 places 25 7.5%

LocationLocationLocationLocation

Urban

Rural

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

0 places 1-25

places

26-50

places

51-75

places

76-100

places

101-125

places

126-150

places

151-175

places

176-199

places

Number of Registered Places

7

101-125 places 8 2.4% 126-150 places 6 1.8% 151-175 places 0 0.0%

176-199 places 7 2.1% 2.6 CURRENT OCCUPANCY This question has been answered in several ways:

• Majority of participants have given a number for their current occupancy.

• Some participants have given a percentage of their current occupancy

• Some participants have given their address in answer to this question, whilst others have given their job title.

• 18 participants stated their current occupancy is FULL. The answers giving a percentage include:

• 55%

• 60%

• 60%

• 85%

• 90.5%

• 92%

• 95%

• 95%

• 98%

• 99%

• 100%

• 100% The answers providing a number for their current occupancy are reflected in the below table:

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1-10

places

11-20

places

21-30

places

31-40

places

41-50

places

50-75

places

76-100

places

101-125

places

126-150

places

175+

places

Current Occupancy

8

Current Occupancy 1-10 places 8 3.1% 11-20 places 54 21.1%

21-30 places 91 35.5% 31-40 places 29 11.3% 41-50 places 18 7.0% 50-75 places 31 12.1% 76-100 places 10 3.9% 101-125 places 3 1.2%

126-150 places 10 3.9% 175+ places 2 0.8%

Other answers for current occupancy include:

• 20 - 3 days / 25 - 2 days

• 24 funded pre-school + 28 pre pre-school

• 26 in morning, 16 in afternoon

• 26 morning, 16 afternoon (pre pre)

• 38-52 depending on days

• 4 crèches with occupancy of 16 in each

• 60-65

• average 16 children per session x 9 sessions per week

• Mon: 42, Tue: 42, Wed: 47, Thur: 46, Fri: 33 2.7 VACANT PLACES

Current Vacant Places 0 places 135 47.9% 1-5 places 55 19.5% 6-10 places 38 13.5% 11-20 places 35 12.4% 20-50 places 15 5.3% 50+ places 4 1.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

0 places 1-5 places 6-10 places 11-20

places

20-50

places

50+ places

Vacant Places

9

Other answers included:

• 5 in the morning, and 6 in the afternoon

• 6 on 3 days, 1 on 2 days

• 7 am session - 6 pm session

• Approx. 6 nursery places and 10 out of school places

• Baby unit - 5 x full day spaces; 16-24 months - 3 x full day spaces; 2-3 years 1 x full day space, 2 x afternoon space; 3-5 years - 4 full day spaces; after schools 1 day – 3 x afternoon spaces

• Depending on the day between 15 and 1

• Depends on the age of the children

• Different daily, approx. 10 2.8 CHILDREN FROM MINORITY ETHNIC BACKGROUND

Children from Minority Ethnic Background 0 children 110 32.8% 1-5 children 155 46.3% 6-10 children 35 10.4% 11-20 children 28 8.4%

20-50 children 5 1.5% 50+ children 2 0.6%

The ethnic backgrounds that the children come from include:

• African • Kenyan

• Afro-Caribbean • Latvian

• Albanian • Lithuanian

• Algerian • Malaysian

• Arabic • Muslim

• Asian • Nigerian

• Brazilian • Nigerian

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

0 children 1-5 children 6-10 children 11-20

children

20-50

children

50+ children

Children from Minority Ethnic Background

10

• Bulgarian • Pakistani

• Caribbean • Polish

• Chinese • Portuguese

• Cuban • Romanian

• Czech Republic • Russian

• Dutch • Samoan

• East Timorese • Serbian

• Egyptian • Slovakian

• French • Spanish

• Filipino • Syrian

• German • Thai

• Hungarian • Travelling Community

• Indian • Tunisian

• Italian • Turkish

• Jordanian • Vietnamese 2.9 CHILDREN WITH A DISABILITY

Children with a disability 0 children 155 46.2% 1-5 children 136 40.6% 6-10 children 27 8.1%

11-20 children 10 3.0% 20-50 children 5 1.5% 50+ children 2 0.6%

The types of disability named include:

• 22q11 Deletion Syndrome • Deaf

• Acarida Syndrome • Downs Syndrome

• Achondroplasia • Dyslexia

• ADD • Epilepsy

• ADHD • Global Developmental Delay

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

0 children 1-5 children 6-10 children 11-20

children

20-50

children

50+ children

Children with a Disability

11

• Albulism • Hearing impairment

• Alcohol Foetal Syndrome • Muscular Dystrophy

• ASD • Physical impairment

• Asperger’s • Speech and language delay

• Autism • Spina Bifida

• Cerebral Palsy • Visual impairment

• Chromosomal disorders • Williams Syndrome

12

SECTION 3. STAFFING Settings were asked about the number of permanent full time, part time, temporary bank (relief) staff and volunteers, number of male/female staff, number of staff in different age ranges and the number of staff according to length of service. 3.1 NUMBER OF STAFF EMPLOYED The 335 groups who participated in the Workforce Development Sector survey, collectively employ the following:

Staff Employed: Full time 1273 Part time 1205 Temporary bank (relief) staff 301

Volunteers 301 3.2 MALE AND FEMALE STAFF

Number of Staff Employed:

Full time Part time Temporary bank (relief) staff Volunteers

Numbers of Male and Female Staff

Female staff Male staff

13

Male and Female Staff Female 2659 Male 96

3.3 AGE RANGE OF STAFF

Age Range of Staff 18 - 24 years old 614 22.0% 25 - 34 years old 967 34.7% 35 - 49 years old 752 27.0% 50 - 64 years old 408 14.6% 65 years old + 45 1.6%

3.4 LENGTH OF SERVICE

Length of Service Less than 1 year 338 12.5%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

18 - 24 years

old

25 - 34 years

old

35 - 49 years

old

50 - 64 years

old

65 years old +

Age Range of Staff

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Less than 1 year 1 - 5 years 5 - 10 years Greater than 10

years

Length of Service

14

1 - 5 years 1037 38.3% 5 - 10 years 776 28.6% Greater than 10 years 558 20.6%

3.5 MINORITY ETHNIC BACKGROUND AND DISABILITY They were also asked about the number of staff from a minority ethnic background and staff with a disability or long term limiting illness:

• As a collective, the 335 groups who participated in the survey have 77 people from a minority ethnic background working in their setting.

• The collective 335 groups employ 183 staff with a disability or long term limiting illness.

3.6 JOB ROLES Settings were asked to profile the staff workforce in their setting outlining different roles such as manager, deputy, leader, assistant working with 0-3, pre-school and afterschool groups. The collective 335 groups employ the following number of staff in the job roles listed as follows: Number of staff

working with children aged 0-3

Number of staff working with

pre-school aged children

Number of after

school staff

Manager

103 85 45

Leader

160 212 42

Deputy Leader

113 160 30

Supervisor

140 76 65

Assistant

774 543 216

15

SECTION 4. QUALIFICATIONS TRAINING AND RECRUITMENT Settings were asked to detail numbers for the highest levels of relevant early childhood, education or playwork qualifications that the staff in the setting have achieved, are working towards or require to carry out their job role or meet registration requirements. 4.1 QUALIFICATIONS OF STAFF The survey shows that within the collective 335 groups who responded, the following numbers have the following qualifications:

Achieved Working towards

achievement

Required

Interested

Doctorate in Childhood Studies

1 2 0 2

Master of Education (MEd)

6 2 0 3

Diploma in Advanced Studies in Education (DASE)

10 2 0 0

Advanced Certificate in Education (AdvCertEd)

4 0 0 0

Masters in Early Childhood Studies

4 1 0 4

BEd (Hons) Primary Degree

12 6 0 12

BEd (Hons) Post-Primary Degree

6 1 0 1

PGCE (Irish Medium Education)

1 0 0 0

The Bachelor of Education (BEd) Primary Degree Course

8 0 0 7

Post Graduate Certificate in Early Years Education (PGCE) (3-8 years)

4 1 0 4

BA Hons. Degree in Early Childhood Studies

132 48 2 28

Playwork Degree 1 0 0 1

Graduate Diploma in Playwork (University of Gloucester)

1 0 0 3

QCF Level 5 Diploma in Leadership for Children’s Care Learning and Development – Management Pathway

216 119 16 70

QCF/Level 5 Diploma in Playwork

19 12 1 9

16

Achieved

Working towards

achievement

Required

Interested

Edexcel HND/C Advanced Practice in work with Children and Families

18 3 2 0

Edexcel HND/C Early Childhood Studies

28 0 0 0

NVQ Level 4 Children’s Care, Learning and Development

15 2 0 4

NVQ Level 4 Playwork 6 0 0 8

CACHE Advanced Diploma in Childcare and Education

42 0 0 3

QCF Level 3 Children’s Care, Learning and Development

297 34 10 6

NVQ Level 3 Children’s Care, Learning and Development

471 28 7 11

NVQ Level 3 Early Years Care and Education

199 35 4 5

NVQ Level 3 Childcare and Education

189 7 0 0

National Nursery Examination Board Certificate

5 0 0 1

Edexcel National Diploma/Certificate in Children’s Care, Learning and Development

14 1 0 0

Edexcel National Diploma in Early Years

3 0 0 0

Edexcel National Diploma in Childhood Studies

1 0 0 0

NNEB Certificate/Diploma in Nursery Nursing

23 0 0 0

CACHE Level 3 Diploma in Childcare and Education

119 2 0 3

City and Guilds Level 3 Children’s Care, Learning and Development Extended Diploma

11 8 1 2

Level 3 Transitional Award Early Years from Playwork

9 4 0 3

QCF Level 3 Diploma in Playwork

5 0 0 4

NVQ Level 3 Playwork

37 8 3 9

QCF Level 2 Children’s Care, Learning and Development

48 4 0 4

NVQ Level 2 Children’s Care, Learning and Development

135 18 1 0

17

Achieved

Working towards

achievement

Required

Interested

NVQ Level 2/3 Early Years Care and Education

75 0 0 0

NVQ Level 2/3 Childcare and Education

24 4 0 1

QCF Level 2 Diploma in Playwork

4 0 0 0

NVQ Level 2 Playwork

10 0 0 3

Professional Qualification in any of the following: Social Work, Nursing, Midwifery, Health Visiting, Teaching and at least two years experience in employment working with children of the age group relevant to the setting they will be working in.

31 2 0 4

Other qualifications include:

• BA (Hons) Combined Humanities.

• Level 3 Special Education Needs

• Level 4 Child Psychology

• Primary teaching diploma

• Diploma in early years

• Pearson Level 7 Award in Management

• BTEC Level 7 Strategic Leadership and Management

• Open University Certificate in Health and Social Welfare

• Degree with working with children and young people

• Playwork transition

• Level 5 Management diploma

• Post Grad Certificate in integrated children's services,

• Level 3 Special Needs

• Level 2 Autism

• Degree in Youth Work

• Degree - children and young people

• Business in Community degree

• CACHE Level 2

• BTec Childhood Studies

• Drama degree

• BSc in Psychology.

• QCF Classroom Assistant

• Diploma in Teacher Education, Primary School Education integrated with Pre-school Pedagogy and Logopedics July 2004 (this staff member trained in Poland)

18

• Pearson Edexcel Diploma QCF CCLD level 3, CCLD level 3 Diploma (wales & N Ireland), Pearson BTEC Level 3 National Diploma

• NIPPA Diploma 1 achieved

• BSc and HDipEd both from National University of Ireland, Maynooth, Co Kildare, Republic of Ireland

4.2 BARRIERS TO ACHIEVING QUALIFICATIONS Settings were then asked to identify barriers to achieving qualifications such as time, cost and availability of courses. The following responses were received:

Encountered Barriers? Yes 192 73.0% No 71 27.0%

Have staff in your setting encountered barriers to accessing Have staff in your setting encountered barriers to accessing Have staff in your setting encountered barriers to accessing Have staff in your setting encountered barriers to accessing relevant training/qualifications?relevant training/qualifications?relevant training/qualifications?relevant training/qualifications?

Yes

No

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Pay myself

Unsuitable

times

No courses in

local area

Courses not

available

Difficult to book

Courses too

long

The length of

time it takes to

complete a…

No incentive to

attend

Can't afford to

take time off

Courses don’t

meet specific

training

Uninformed of

available

training

No staff cover

Other (please

specify)

IfIfIfIf yes, what barriers do staff face in accessing relevant training/qualifications? yes, what barriers do staff face in accessing relevant training/qualifications? yes, what barriers do staff face in accessing relevant training/qualifications? yes, what barriers do staff face in accessing relevant training/qualifications? (Please tick all that apply)(Please tick all that apply)(Please tick all that apply)(Please tick all that apply)

19

Barriers Having to pay for it individually 146 75.6% The times that the courses run are not suitable 98 50.8%

There are no courses delivered in the local area 53 27.5% There are not enough courses available 63 32.6% It is too difficult to book onto training 27 14.0% The course was too long 8 4.1% The length of time it takes to complete a qualification 26 13.5% There is no incentive to attend training 32 16.6%

Staff cannot afford to take the time off 73 37.8% There are not courses that meet specific training needs 17 8.8% My setting is not informed of what training is available 8 4.1% We cannot access staff cover 56 29.0% Other (please specify) 27 14.0%

Other barriers include:

• Not enough places on courses, always oversubscribed

• The main courses such as paediatric first aid and health and safety are booked up fast

• Staff work long hours and are extremely tired during the courses. The day after a course, staff are tired due to getting home late. Some staff have to leave their children to work through the day and then have to go to courses as night. However, if the courses were on during the day we may not be able to get staff to cover.

• Funding and meeting the costs of the training courses.

• Staff are being increasingly asked to get higher qualifications but no increase in rates of pay, this is affecting the sector.

• Support for staff with limited academic background to progress beyond L3 e.g. L4 training.

• Cost for private daycare for training a high number of staff is extremely high no funding available for private daycares

• When recruiting a leader-in-charge, it is difficult to find people with Level 5 as you need to be in a management position to get on to the courses. Most people are trained in their current settings and do not wish to leave. There may be capable and motivated Level 3 people who cannot get on to level 5 courses because they are not yet in a management position and Social Services will not let us employee Leaders and Deputy Leaders unless they are enrolled in a Level 5 course. It is a catch 22 situation. The last post that we advertised, had to be advertised twice.

• Financially adds pressure to organisation.

• Playgroup not willing to cover the cost.

• For staff that only work part time their own child care needs can be a problem in attending training.

20

4.3 TYPES OF TRAINING STAFF WOULD BENEFIT FROM Settings were then asked as to what type of advice or training would the staff or committee/management team in your setting currently benefit from. This was an open question and responses included the following:

• Positively Managing Challenging Behaviour (disability); UNOCINI training; Internet safety training

• First aid

• I am the Manager/Leader of the setting and would love to enrol for a Masters in Education as part of my personal development. I have explored the possibility through the Open University but I couldn't commit to the course due to the cost. My staff would also be interested in attending a computer course in order to update their skills and as a means of opening up other possible training.

• More advice and training from professions specific to a child's needs. Advice/training in regards to parents/children from other countries. Training on how to promote parental partnership. Advice on how to engage committee members in the setting. Training/advice on fundraising

• Health and Safety, Manual handling and risk assessment, Paediatric First Aid, Food safety, English as a second language

• Assistant to complete level 5. Full management committee training for committee to update and refresh knowledge

• Being able to book courses by phone, not always by email.

• Safeguarding, First Aid, Special Needs, Nutrition, Outside Play.

• Elkan, ASD, Makaton, Health and Safety

• Recruitment and selection.

• First Aid, QCF Level 3, Food Hygiene

• Staff supervision and appraisals.

• Dealing with complaints, Observation, Finance, Planning

• Child Protection

• HighScope - movement, music

• Understanding employers rights

• Dealing with challenging conversations Coaching Play Supervision

• A course on supporting children with English as their second language and their parents.

• Neuroscience supporting children's well being

• For staff to work towards foundation degree and BA (Hons) Early Childhood Studies

• Information on how to gain further qualifications to move up the ladder within the setting.

• English as an additional language.

• We have started our own in house training with people first. Director completed certificate in teaching post grad qualification from UUJ last year. Another staff member got teaching qualification and we have three in house assessors via city and guilds. We feel we could only do this as we are part of a larger organisation but qualifications definitely difficult in our sector in terms of cost and times of part time courses. Evenings don't suit as we close at 6.30 and staff have at least 40 mins commute up nearest college - most courses start at 6-6.30

21

• We currently have great support from Childcare Partnership NI and make the most of a lot of free training with them,

• Attachment and Bonding Training, Take Ten Training

• Courses designed around curriculum content and more advanced courses for PEAGs groups. Courses aimed at practitioners supporting children with English as an Additional Language. Courses aimed at addressing the under-achievement of Children with English as an Additional Language

• Training relevant to their work provided by Childcare Partnership and Early Years the Organisation

• Committee members need to educate themselves on the amount of paper work involved in running a pre-school and the time it takes to do all this work, especially when your expected to do the paper work of leader and 2 assistants with no additional hours. When working in an Irish pre-school there is additional work/ planning needed as the language also has to be planned for.

• NVQ 3 that is affordable and that does not take a long time to complete as the staff member has worked in this setting for 15 years. NVQ 4 & 5 more relevant to managers of day care facilities.

• I believe that pre-school staff should be trained in phonics as a lot of children are becoming more and more aware of letters at this level due to attendance in other programmes early in life and staff need to be equipped with a degree of knowledge on phonics to assist in challenging their development and bring them to new levels if possible.

• Heuristic Play, Solihull Attachment theory 4.4 BARRIERS TO RECRUITING STAFF Difficulties in relation to recruiting staff were addressed with settings reporting the following in relation to this:

Recruiting Staff No difficulties 121 46.0%

0.0%5.0%10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%50.0%

No difficulties

Yes, applicants

not appropriately

qualified

Yes, too few

applicants with the

right experience

Yes, not enough

applicants in

general

Yes, difficulty

recruiting males

Yes, difficulty

recruiting people

from minority

backgrounds

Other (Please

Specify)

In the past 12 months, have you had any difficulties recruiting staff? In the past 12 months, have you had any difficulties recruiting staff? In the past 12 months, have you had any difficulties recruiting staff? In the past 12 months, have you had any difficulties recruiting staff? (Tick all that apply)(Tick all that apply)(Tick all that apply)(Tick all that apply)

22

Yes, applicants not appropriately qualified 59 22.4% Yes, too few applicants with the right experience 74 28.1% Yes, not enough applicants in general 55 20.9%

Yes, difficulty recruiting males 33 12.5% Yes, difficulty recruiting people from minority backgrounds 15 5.7% Other (Please Specify) 47 17.9%

Other difficulties, groups have encountered include:

• We find it difficult to recruit relief staff. It would be beneficial to have a pool of staff all settings could use.

• It has been hard to fill the post of a deputy leader over the past two years. Also assistant staff don't have the experience behind them.

• Recruiting staff with experience and staff with level 5 training.

• People not willing to work full days - a lot need to work around their children's schooling.

• Not enough applicants coming through. I lecture part-time in CCLD L5 at BMC and have good contacts with the college to recruit candidates and I still struggle to receive enough application forms.

• QCF has presented challenges - it can limit the pool of applicants, limited knowledge around child protection. The standard on occasions for Early Years Assistant posts has been disappointing.

• Contracts are term time and part time; does not suit those who want full time employment. Two staff are currently leaving as they have been successful at recruitment with full time work.

• Too many NVQ students doing placements in schools. They do not get the right experience there. Tend to clean and photocopy too much.

• Applicants must have fluent Irish and this narrows the field for qualified staff.

• Are currently trying to recruit a new deputy leader...two years ago we found it very difficult to recruit a new deputy with the appropriate qualifications/experience.

• Catch 22 situation with the Level 5 qualification regarding the stipulations of the education sector and the Social Services are at odds with each other.

• Staff are coming in with the qualifications but with little understanding of what is needed to work with children.

• We have found staff do not want to work in after schools - they all want playgroup (morning) work. Also not enough applicants have playwork or level 5 training to be able to take on Leader or Deputy Leader role.

23

• I feel that as a childcare provider we have to choose, which is unfortunate, do you want a staff member with a qualification and little to NO experience or someone unqualified who you can put through the ranks and train them through your setting to actually know what it requires to look after children, hands on. Children do not respond to something written on a piece of paper they respond to the individual person. I see more and more people doing their childcare qualifications and yet little to no observations being done through their training centres, not enough feedback to employers/managers those whom see them day in and day out which in return would better their practice it seems to be more a case of just getting them over the finishing line regardless if they are sorted to working with children or not.

24

SECTION 5. QUALITY ASSURANCE Settings were asked if they had taken part in a quality assurance programme. 25.4% had taken part and 74.6% had not. Of those settings that responded that they had taken part in a Quality Assurance programme, the type of quality assurance programme included the following:

Quality Assurance Programme The All Ireland Centre of Excellence Award (Day care) (Early Years - the organisation for young children)

8 11.4%

Early Years Accreditation Award (Playgroup) (Early Years - the organisation for young children)

31 44.3%

HighScope Accreditation (Early Years - the organisation for young children)

7 10.0%

Have you taken part in a Quality Assurance or Have you taken part in a Quality Assurance or Have you taken part in a Quality Assurance or Have you taken part in a Quality Assurance or AccreditationAccreditationAccreditationAccreditation Programme?Programme?Programme?Programme?

Yes

No

0.0%5.0%10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%50.0%

The All Ireland

Centre of

Excellence Award

(Day care) (Early…

Early Years

Accreditation

Award

(Playgroup)…

HighScope

Accreditation

(Early Years - the

organisation for…

Quality First

(NICMA)

Pathways to

Excellence

(PlayBoard NI)

TOPS Quality

Assurance

Programme and

Award for…

Other (please

specify)

If yes to Q25 above, which type ofIf yes to Q25 above, which type ofIf yes to Q25 above, which type ofIf yes to Q25 above, which type of Quality Assurance or Accreditation Quality Assurance or Accreditation Quality Assurance or Accreditation Quality Assurance or Accreditation Programme? (Please tick all that apply)Programme? (Please tick all that apply)Programme? (Please tick all that apply)Programme? (Please tick all that apply)

25

Quality First (NICMA)

1 1.4%

Pathways to Excellence (PlayBoard NI)

8 11.4%

TOPS Quality Assurance Programme and Award for Outdoor Play (PlayBoard NI)

3 4.3%

Other (please specify)

21 30.0%

Other quality assurance programmes include:

• Makaton Centre of Excellence

• ISO Other comments include:

• Majority of times daycare is about survival day to day. Juggling sickness, not getting the quality of staff you need, managing behaviours on such a large scale. Our goal has never been awards we just want to offer a great service to our families and children and support our staff along the way.

• Unsure just how applicable the above listed would be for our organisation. I would need to have more information on each before a decision could be made.

• As a new nursery owner I am unsure what the accreditation mean and how they are assessed need more information in order to answer

• Not at present but may consider Early Years Accreditation Award in the future

• Though through speaking to other Day Cares who have got this award it involves finance that we would not particularly have.

The following question addressed the level of interest settings had in taking part in a quality assurance programme. 53.1% of settings who responded were interested.

Would you be interested in accessing a Quality AssuranceWould you be interested in accessing a Quality AssuranceWould you be interested in accessing a Quality AssuranceWould you be interested in accessing a Quality Assurance or or or or AccreditationAccreditationAccreditationAccreditation Programme?Programme?Programme?Programme?

Yes

No

26

Of those interested the type/s of Quality Assurance programme they expressed interest in was as follows:

Interested in which Quality Assurance Programme? The All Ireland Centre of Excellence Award (Day care) (Early Years - the organisation for young children)

37 27.6%

Early Years Accreditation Award (Playgroup) (Early Years - the organisation for young children)

56 41.8%

HighScope Accreditation (Early Years - the organisation for young children)

23 17.2%

Quality First (NICMA)

37 27.6%

Pathways to Excellence (PlayBoard NI)

9 6.7%

TOPS Quality Assurance Programme and Award for Outdoor Play (PlayBoard NI)

29 21.6%

Other (please specify)

14 10.4%

0.0%5.0%10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%

The All Ireland

Centre of

Excellence Award

(Day care) (Early…

Early Years

Accreditation

Award (Playgroup)

(Early Years - the…

HighScope

Accreditation (Early

Years - the

organisation for…

New Early Years

Quality

Accreditation

Award (Early…

Quality First

(NICMA)

Pathways to

Excellence

(PlayBoard NI)

TOPS Quality

Assurance

Programme and

Award for Outdoor…

Other (please

specify)

If yes to Q27 above, which type ofIf yes to Q27 above, which type ofIf yes to Q27 above, which type ofIf yes to Q27 above, which type of Quality Assurance or Accreditation Quality Assurance or Accreditation Quality Assurance or Accreditation Quality Assurance or Accreditation Programme? (Please tick all that apply)Programme? (Please tick all that apply)Programme? (Please tick all that apply)Programme? (Please tick all that apply)

27

SECTION 6 FURTHER COMMENTS Finally, settings were asked for further comments in relation to Workforce Development, a summary of which is provided below.

• My staff are reluctant to enrol for qualifications due to a lack of computer skills. If there was a basic computer course available in the evenings, they would be delighted to attend.

• We feel the support, financial support and credit given to us for our practice is not in line with that given to Nursery units. Even though the expectations for pre-schools is equal to that of Nursery Units.

• I have found the courses this year of great benefit to our setting, and enjoyed attending the day seminars. Really great to see the courses in the daytime and maybe put some of the main ones on in the day as well such as paediatric first aid, health and safety etc. Thanks.

• We should have a central data base for all vetting/trust checked relief staff so we can access relief staff easier.

• Financial security during summer months.

• It can be disappointing to discover applicants who have achieved a Level 3 qualification have limited knowledge of Child Protection.

• There is a real lack of experienced first line leaders i.e. room leaders. Plenty of people apply for the position but have very limited experience. There is huge stress at Senior Management level in the majority of our local daycares with more and more demands being made. There is tokenistic support for these isolated roles and it's only a matter of time before many of these professionals change career. I do feel the sector is in crisis at a management level. I am not just speaking on my own or my Services Managers behalf.

• More sustainability and equal pay for staff in the pre-school sector. More funding for training locally, reintroduce the opportunities for early years groups to access Sperrin branch of early years. More equality between the statutory and voluntary sector regarding funding for pre-school places

• Training during working hours is difficult as ratios need to be adhered. Funding to allow cover would be helpful.

• I was informed that we had to be 'outstanding' with ETI before we can go for accreditation but I've always thought going for accreditation would help improve standards to help achieve an 'outstanding'. Staff morale for training is low, training is not always high quality and can be hard to access. Paying for own training, in a poorly paid sector is very difficult.

• Because we are in the voluntary sector, I feel an awful burden is upon us to ensure our setting has full capacity in order to pay our bills. Numbers of children who attend are dropping so therefore staff jobs will be affected. This is very worrying, also as almost speaking from a graduate's point of view I feel the inequality between nursery led and pre-school led is unacceptable. The quality of care we offer does not reflect on the wages we receive or the recognition. Something needs to be done to support early years practitioners.

• Need to look at quality of current training. Basics not being taught. If on the job training was introduced - candidates training and complete portfolio work while in a day care setting under the guidance of mentors who do the job, then quality would be better. Most trainers in training organisations have never

28

worked in a day care setting and don't understand policies and procedures etc. If day care centres could register to deliver NVQs etc. then quality would be far higher. Then an organisation such as Early Years - the organisation for young children could provide support and mentorship to trainers. Funding to do this would see a big improvement in quality.

• We are losing staff members due to the rate of pay available to employees, we have lost a number of long term employees to sure start roles in past twelve months.

• We feel that there is a serious gap between the level of qualification to the practical application of the work involved. Staff are becoming less competent in the interactions with children and the observations that they are able to make regarding children.

• I wish there was more vocational training available as having hired someone who is degree level qualified does not mean they are good at the job as I have discovered. I have staff who are not qualified and are better at the job.

• There is no incentive for staff to gain additional qualifications as the pay scale is so low in comparison to other professionals. This may also be reflected in the problem of recruiting staff who are adequately qualified with experience.

• Thank you for continuous support from Early Years.

• I think asking staff who are in a leaders position for years to now complete QCF level 5 is mad. Leaders who have been in these positions I feel will gain nothing by doing this level as they are already practicing what’s entailed in this course. If leaders decide to do the course, there is no gain at the end of it i.e. pay rise etc. Funding has also not been secured for level 5 which is an additional expense on staff.

• As a community playgroup based in a Primary School the staff benefit from support from the teaching staff in addition to developing their own skills at pre-school. A bank of supply workers would be beneficial for cover during long term sickness held centrally at Early Years would be a great support to groups. The Level 5 threshold for staff is also an area that needs to be discussed and clarified for existing staff.

• We have had accreditation before but let it run out. We felt for all the hard extra work it wasn't worth it.

• Level of qualification asked of staff to achieve is not represented in pay, employment status, rights, sick/maternity pay, leave or holiday pay, no job security or pensions being paid.

• I think there needs to be better links between pre-school and primary school where teachers value what has taken place during their preschool year.

• Not enough help from the government for private nurseries. We are set adult child ratio and must adhere to them therefore staff wages are minimum paid but deserve more as they are the people who shape the children ready for nursery/ primary school. Nursery fees go on wages and little is left to spend on resources.

• We are currently inspected by ETI and Social Services. We keep up to date with any relevant changes and feel that this more than covers good quality services.

• As Manager of a setting that has been established for over 13 years I feel it would beneficial for staff to have a refresher course on Child Development every 3 years the same as Safeguarding and First Aid as I feel that this can be

29

forgotten about and some staff can get trained to Level 3 but then have no specific training for many years after.

• Courses need to be accessible to all - when coming from a rural location it is very difficult to ask staff to travel a long distance in the evenings after working for 8 hours.