Childcare Bill [HL]

Baroness Tyler of Enfield Excerpts

Wednesday 1st July 2015 Lords Chamber

[The Earl of Listowel]

My Lords, Amendment 4 in this group would insert “high-quality” into Clause 1(1). Amendment 6, which we will come to later, similarly inserts those words into this subsection. It also asks the Secretary of State to produce a strategy for developing high-quality care within six months of the Bill coming into force and lays out that the strategy should include,

“a target for the number of graduates in the early years workforce”—

I am not sure whether it is a particularly helpful target so I will not discuss it—

“a target for the proportion of managers of early years settings who are graduates, and … a plan for increasing the number of nursery schools to a specified level”.

The reason I tabled this amendment is, in part, the same reason that I gave earlier: what happens at the very beginning of our lives affects our adulthood to a huge degree. This is something of which we are becoming more and more aware. The intimacy that we experience in childhood is very much what allows us to have intimacy as adults. If that experience of intimacy as a child causes fear and disquiet, then, as an adult, we may find it difficult to be intimate with others, which has a huge impact.

Quality is really important. I was grateful for the opportunity to speak to the Childcare Minister and to hear, for instance, that he is looking at sharing early years practitioners with schools, perhaps in reception. I hope that a strategy will look at these innovative ideas so that perhaps it would become normal for early years practitioners to move into primary school education and for primary school practitioners to move the other way. It would greatly enrich learning in primary schools; a really good understanding of child development—which can be developed in particular by working with and observing infants—could be really helpful for primary school teachers. Anna Freud said so to a group of teachers back in the 1930s or 1940s. As a teacher, your job—or an important part of it—is to understand child development, recognise when the child has strayed from the normal course of child development and know how to bring that child back on to their proper developmental course.

That notion is important. We might also look at a strategy of co-training—something that I know has been discussed in the past—whereby early years professionals train with health visitors, mental health nurses, social workers and family support workers to strengthen their understanding of, and develop a respect for, what others do so that they can work more effectively. It is a multi-agency way of getting the best outcomes for children.

The noble Lord, Lord Storey, alluded to concerns about the number of graduates leading early years provision and the evidence that we are unlikely to get the outcomes that we want if graduates—I think they have to be the right kind of graduates—are not leading settings. I had some acquaintance with the manager of a Montessori school in London. She was an Oxbridge graduate and we had many interesting conversations about her work. I was struck by how very thoughtful she is. Clearly her children must benefit from the degree and depth of thought that she gives to her work.

I have mentioned previously one element that is really important in a nursery setting and that is the “key person”—a designated early years practitioner who is responsible for each child. In a sense, the key person is the guardian of secure attachment while the child is placed in a nursery. However, there are two difficulties with that. First, it can be quite distressing for the key person from an emotional point of view because they become quite attached to the child and the child becomes attached to them. If they move on or there is a break in the care, the child will be upset, as will the key person. So, from an emotional point of view, there is pressure on them not to really engage with and care for the child. Secondly, some parents will be jealous that their infant is forming such a close relationship with someone in the early years setting. These things have to be thought through very carefully so that the child does not grow up in a sterile, unemotional environment but in a rich, warm environment. That is why I have tabled my amendment, and I look forward to the Minister’s response.

[Baroness Tyler of Enfield (LD)]

My Lords, I shall speak to Amendment 20 in my name. However, before doing so, I want briefly to lend my support to the amendment in the name of the noble Baroness, Lady Massey. I feel that it is a very important amendment as it provides a necessary rebalancing in the Bill between the needs of the child—we heard the statement about putting the child at the heart of the Bill—and those of working parents. Both are important but we have to think very hard about how those two interests and sets of needs can be best balanced.

The amendment to Clause 1 in my name would require regulations to set out the quality standards that childcare providers must adhere to in order to deliver the 30 hours of free childcare. Essentially it is about the quality of the childcare to be provided and it is a probing amendment.

While it is encouraging that the quality of childcare is gradually improving—we heard about this at Second Reading—there are still insufficient numbers of high-quality free entitlement places for three and four year-olds and disadvantaged two year-olds, resulting still in too many children attending poor-quality settings or being unable to access provision that meets their individual needs. Some 15% of disadvantaged two year-olds are attending settings that have not been judged good or outstanding by Ofsted. We know that this position is particularly stark both for children with special educational needs and disabilities—we will come later to amendments that focus on that group of children—and for disadvantaged children. I thought that the Affordable Childcare Select Committee report—I declare an interest as a member—was particularly strong in pointing out that childcare provision in deprived areas is less likely to be good or outstanding than that in affluent areas, compounding the disadvantage that already exists.

We know that current quality standards for early education and childcare are set out in statutory guidance for local authorities. However—this is my key point—it seems to me imperative that the expansion of free childcare to 30 hours does not in any way undermine recent progress in improving the quality of the free entitlement. The early years foundation stage and a robust Ofsted inspection process have both been central to improvements in outcomes for young children in recent years. While the Government acknowledge in statutory guidance that high-quality provision has the greatest impact on children’s development—that is very welcome, particularly for the most disadvantaged children—they have not restricted the delivery of the free entitlement solely to good and outstanding providers due to a shortage of high-quality places.

It is unclear to me—hence this probing amendment—whether the Government plan to use regulations underpinning the Secretary of State’s new duty to prescribe the quality standards that childcare providers must meet in order to be able to deliver the 30 hours of free childcare. I always like to look on the bright side, so it seems to me that the Bill presents an opportunity to secure quality standards for the additional 15 hours of free childcare and, at the same time, to strengthen existing quality standards for the free entitlement for three and four year-olds.

Very much in that spirit, perhaps I may ask the Minister some questions. First, will regulations be used to place quality requirements on providers of the additional 15 hours of free childcare? Secondly, can the Minister provide assurances that all childcare settings providing the additional 15 hours will be required to be judged good or outstanding in their most recent Ofsted inspection to deliver the early years foundation stage and to have all staff holding or working towards a level 3 qualification? Thirdly, will the Government consider using the introduction of the additional 15 hours of childcare to raise the quality of the current free entitlement? Finally, can the Minister provide any assurance that the Government will develop, publish and implement—I am sure that many people in this House would be happy to help on this—a strategy for expanding on and improving the quality of the early years workforce, building further on the recommendation in Professor Nutbrown’s report and, in particular, on the recommendation that there should be graduate leadership in all settings, including, most importantly, those in disadvantaged areas?

[Lord True]

I wish to speak to an amendment that I have in this group. I follow entirely the comment of the noble Baroness, Lady Massey, about the need for things being child-centred. My noble friend was kind enough to embarrass my wife by saying that she was Montessorian of the Year, so I am obviously particularly attached to the Montessori system, which is quintessentially child-centred.

I will not repeat the remarks that I made at Second Reading but I think that, as the Select Committee said, there is a little bit of a risk of a conflict at the heart of the Bill. It is presented by my noble friend as an Education Minister but much of the rationale is that it is an employment measure. Indeed, the Minister for Employment is creating a task force that is intended to enhance the take-home pay of a two-earner household doing whatever the regulations—when we see them—will define as work. We do not know quite what that is, but we know that it is work done outside the home or work done inside the home, other than anything to do with caring for the children, as far as I can see. At the same time, we are moving from 15 to 30 hours and bringing in something that was never there before—a barrier against women who stay at home and provide that affective affinity which is so vital. Heaven knows, my mother was never a graduate—she did her bit in the war—but I do not like to think there was anyone better than her at providing childcare. I hope that we can find a way in going forward with this policy to explore whether that barrier is necessary. It will be costly in terms of administration for local authorities, and potentially to providers, and potentially socially costly in what it says about the role and enormous social, and therefore economic, contribution made by mothers who stay at home.

I fear that increasingly, given the comments I have received since the remarks I made at Second Reading. I have had a number of emails from groups and individuals about what I said at Second Reading about not venturing to put in second place the role of the mother who stays at home and cares for a child. That has certainly struck a chord. We must have care as we tread forward. If we really do believe in a big society, is that a big society that we wish to build? I unashamedly think that that is a marvellous phrase of the Prime Minister’s, and I strongly support the principle.