ELC Expansion: Exploring Innovative Delivery Models to Sustain Rural Communities
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ELC Expansion: Exploring innovative delivery models to sustain rural communities March 2020 1 Index CONTENTS SECTION1: POLICY CONTEXT………………………………………………………………………………………………………………3 SECTION 2: EARLY LEARNING AND CHILDCARE CONTEXT…………………………………………………………………. 10 SECTION 3: LITERATURE CONTEXT………………………………………………………………………………………………….. 17 SECTION 4: METHODOLOGY…………………………………………………………………………………………………………... 27 SECTION 5: WORKFORCE………………………………………………………………………………………………………………….36 SECTION 6: ALTERNATIVE PLACES AND TIMES………………………………………………………………………………….53 SECTION 7: INTERGENERATIONAL PARTNERSHIPS……………………………………………………………………………69 SECTION 8: TRANSPORT……………………………………………………………………………………………………………………90 SECTION 9: CONCLUSIONS AND RECOMMENDATIONS…………………………………………………………………..102 SECTION 10: REFERENCES AND BIBLIOGRAPHY………………………………………………………………………………115 SECTION 11: APPENDICES……………………………………………………………………………………………………………….134 APPENDIX 1: Highland ELC Provider Survey…………………………………………………………………………………….135 APPENDIX 2: Request to Local Authorities………………………………………………………………………………………145 APPENDIX 3: Visits to Outdoor Settings………………………………………………………………………………………….146 APPENDIX 4: Visits to Dispersed Settings………………………………………………………………………………………..152 APPENDIX 5: Outdoor places at indoor settings……………………………………………………………………………..155 APPENDIX 6: Supporting the workforce………………………………………………………………………………………….157 APPENDIX 7: Rural parents survey and results………………………………………………………………………………..157 APPENDIX 8: International intergenerational programmes…………………………………………………………….161 APPENDIX 9: Origins of outdoor learning - global and national picture…………………………………………..161 APPENDIX 10: List of Outdoor ELC sites in Scotland………………………………………………………………………..163 APPENDIX 11: Summary of surveys undertaken……………………………………………………………………………..164 APPENDIX 12: Key Infomants………………………………………………………………………………………………………….168 APPENDIX 13: Taster sessions…………………………………………………………………………………………………………171 APPENDIX 14: Consent form for Taster sessions……………………………………………………………………………..173 APPENDIX 15: Participant information sheet for Taster sessions…………………………………………………….174 1 2 APPENDIX 16: Privacy notice for research participants……………………………………………………………………175 APPENDIX 17: Results of SDS survey……………………………………………………………………………………………....178 APPENDIX 18: Highland secondary schools survey and results………………………………………………………..179 APPENDIX 19: Menti Survey……………………………………………………………………………………………………………181 APPENDIX 20: Highland Wildlife Park electronic survey and results………………………………………………..182 APPENDIX 21: Shift worker survey and results………………………………………………………………………………..184 APPENDIX 22: Highland Wildlife Park personal survey and results………………………………………………….188 APPENDIX 23: Junior World at Cantraybridge…………………………………………………………………………………190 APPENDIX 24: Proposals for taster sessions…………………………………………………………………………………...192 APPENDIX 25: Organisational partners for taster sessions……………………………………………………………..192 APPENDIX 26: Care Inspectorate setting types……………………………………………………………………………….196 APPENDIX 27: Trial of an indoor/outdoor setting at Inveraity Primary School Nursery…………………..196 APPENDIX 28: Survey of students at Cantraybridge………………………………………………………………………..197 APPENDIX 29: Summary of survey responses from taster session 2 at Cantraybridge…………………….199 APPENDIX 30: Feedback from children at taster session at Cantraybridge………………………………………199 APPENDIX 31: Junior World staff surveys on intergenerational partnerships………………………………….200 APPENDIX 32: International use of mobile nurseries………………………………………………………………………204 Authors: Dr Sam Harrison, Murray MacBean, Jackie Schiller, Emily Stokes Care and Learning Alliance, Inverness, March 2020 2 3 SECTION 1: POLICY CONTEXT 1.1 Background This research project explores new models of rural childcare to support and sustain an inclusive rural economy in the Highlands. The report highlights the following key issues: quality, flexibility, accessibility and affordability. The project is funded by the Scottish Government and the European Social Innovation Fund and led by Care and Learning Alliance (CALA), a third sector Highland Early Learning and Childcare (ELC) provider, in partnership with The Shieling Project, the University of Highlands and Islands (UHI), the University of Edinburgh, NHS Highland, Highland Council, Skills Development Scotland, Cantraybridge College and Connecting Communities. The research focuses on the key issue of how high quality, flexible, accessible and affordable early learning and childcare can be provided in the Highlands and support and sustain an inclusive rural economy. This is explored through the following four key work strands: the availability of a strong and sustainable workforce – reviewing the workforce implications of the expansion agenda, including staffing, qualifications and where the future workforce will come from; the use of 'alternative' places and times – looking at different venues/facilities and models in ELC, asking how flexibility and accessibility may be impacted by the timings of sessions. the value of intergenerational partnerships – assessing the benefits to ELC provision and the wider community of developing intergenerational working and partnerships. transport issues - reviewing a wide range of different transport options to support a more mobile approach to the delivery of ELC in rural areas. Full discussion of these strands can be found in sections 5-8 of this report. The study includes a review of both national and international models of ELC as applicable to rural communities. Key themes arising from this literature, current ELC practice as well as government policy are reviewed to test new models appropriate to the Highlands. As well as the Highlands the findings and recommendations should be of wider interest and applicable to ELC settings both in rural and non-rural areas elsewhere. 1.2 National agenda To understand the significance of this research, it is important to appreciate the background, context and potential implications of the wider changes currently happening nationally within the ELC sector. 3 4 The main driver behind this research and the need for a review by providers of ELC provision stems from key changes coming into effect in August 2020*, which will expand ELC funded provision, increasing the annual personal entitlement for children ages three and four from 600 to 1140 hours, and extend the provision to include eligible two-year olds (Scottish Government 2018a). *(Due to Covid-19 the transition date has been postponed indefinitely and will not now take place until the crisis has been averted). The transition to 1140 hours has developed from the ‘Funding Follows the Child’ strategy, which promotes flexibility and accessibility while entrusting parents and guardians with the responsibility of selecting ELC provision for their child, and managing the schedule which best supports their child’s needs (Scottish Government 2018a). The provision of universally accessible high-quality ELC is anticipated to positively influence health, education and employment opportunities whilst helping to reduce the poverty-related attainment gap (Scottish Government 2018a). In Building the Ambition, it has been noted that all social groups would benefit from high quality ELC, with children from the poorest backgrounds likely to gain the most from universal provision (Scottish Government 2014, p. 12). Furthermore, a study carried out in 2012 into effective pre-school, primary and secondary education also identified and argued that the benefits of investing in high quality ELC will continue through to the age of 14, Children at Cantraybridge College particularly for those who would otherwise have experienced a poor home learning environment (Sylva et al 2012). The Scottish Government’s commitment to and emphasis on promoting outdoor learning opportunities for children also arguably ties into this wider expansion agenda, as ELC providers will need to review how and from where they expand their provision, whilst maintaining its quality, accessibility and diversity (i.e. not necessarily providing more of the same thing from their existing buildings). In 2010, Curriculum for Excellence through Outdoor Learning discussed the learning benefits that can be gained from the outdoor environment, whilst emphasising that learning need not necessarily take place solely within buildings (Learning and Teaching Scotland, 2010). More recently, the Scottish Government, recognising the positive impacts on personal and life-skills development, understanding of citizenship, and academic attainment have made Learning for Sustainability (a blend of education for sustainable development, global citizenship and outdoor learning) a priority (Christie and Higgins 2020). Whilst Space to Grow (Scottish Government 2017a) emphasised that ELC provision can beneficially be a combination of indoor and outdoor provision. Further confirmation of the Scottish Government’s commitment to outdoor learning was outlined in the 2017 Health & Social Care Standards: My Support, My Life, Standard 1.3.2, stating “as a 4 5 child I play outdoors every day and regularly explore a natural environment,” (Scottish Government 2017b, p. 6). The Care Inspectorate has been working closely with the Scottish Government to support this emerging agenda in terms of registrations and guidance to ELC providers. In its expansion plans A Blueprint for 2020: The expansion of early learning and childcare in Scotland, local authorities were asked to be innovative and look at new models of using the indoor/outdoor experience. The expectation is that the expansion agenda